School Grade Level VII Teacher Quarter 1/2/3/4 Learning Area Bread and Pastry Teaching Dates & Duration 1 Hour

DETAILED LESSON PLAN
Session No. 1
School Grade Level VII

Teacher Quarter 1/2/3/4
Learning Area BREAD AND PASTRY Teaching Dates & Duration 1 hour
PRODUCTION
I. LEARNING OBJECTIVES
A. Content Standard The learner demonstrates understanding of the use of tools and
bakery equipment in bread and pastry production
B. Performance Standard The learner independently uses tools and bakery equipment in
bread and pastry production in accordance with standard
procedures.
C. Learning Competencies/Code
D. Objectives
 Knowledge Identify the different baking wares used in bread and pastry
production
 Skills Describe the different baking wares used in bread and pastry
production
 Attitude/Values Select appropriate baking pan for a particular baked product
II. CONTENT Baking tools and equipment and their uses
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Pp 7-8
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
C. Supplies, Equipment, Tools, etc. Baking pans, pictures of baking pans, domino, ppt.
IV. PROCEDURES
A.Introductory Activity 1. What is your favorite bread/cake?
( 5 minutes) 2. Can you describe the shape of your bread/favorite cake?
3. Do you know how the cake got its shape?
4. What tool do you think is used to mold the cakes?
B.Activity In groups of 6, identify the following by matching the pictures with the texts in
( 10 minutes) 10 mins and post your answers on the board,
1. Bundt pan
2. Tube center pan
3. Muffin Pan
4. Jelly roll pan
5. Custard cup
6. Pop over pan
7. Loaf Pan
8. Griddle pan
C.Analysis Ask:
( 5 minutes) 1. Can you share how did you come up with your answers?
1
2. Describe your strategy in finishing the task on time.
D.Abstraction PowerPoint presentation on baking pans and types of baking pans with
( 15 minutes) corresponding pictures.
Baking Wares - are made of glass or metal containers for batter and dough
with various sizes and shapes.
Cake pans - comes in different sizes and shapes and may be round square
rectangular or heart shaped.
1. Tube center pan – deeper than a round pan and with a hollow center, it is
removable which is used to bake chiffon type cakes.
2. Muffin pan - has 12 formed cups for baking muffins and cup cakes
3. Pop over pan – is used for cooking pop over
4. Jelly roll pan – is shallow rectangular pan used f or baking rolls
5. Bundt pan – is a round pan with scalloped sides used for baking elegant
and special cakes
6. Custard cup – is made of porcelain or glass used for baking individual
custard
7. Griddle pans – are used to bake griddles
8. Loaf Pan – is used to bake loaf bread
E.Application Numbered Heads

( 10 minutes) After the lecture, each group shall get real baking pans prepared by the teacher
and lay it in front of them (preferably on a table). Teacher makes sure that each
group has a complete set of baking pans. Each member of the group shall be
assigned with a number from 1-6. The teacher rolls a domino which will then
be the basis of who shall answer first. The teacher then flashes pictures of
finished product with label and a member of each group shall race to select
which baking pan is used for the particular baked product and describe the
function of the tool. The group who wins the activity shall be given additional
points.
F.Assessment Match column A with Column B. Write the letter of the correct answer.
( 10 minutes)
Column A Column B
1. Bundt pan a. Is used for cooking pop over

2. Tube center pan b. is used to bake loaf bread
3. Muffin Pan c. is shallow rectangular pan used
4. Jelly roll pan for baking rolls
5. Custard cup d. are used to bake griddles
6. Pop over pan e. is made of porcelain or glass
7. Loaf Pan used for baking individual custard
8. Griddle pan f. is a round pan with scalloped sides
used for baking elegant and special
cakes
g. is shallow rectangular pan used f or
baking rolls
h. has 12 formed cups for baking
muffins and cupcakes
2
G. Assignments In your notebook list down at least 5 preparatory, mixing and cutting tools
( 3 minutes) used in baking.
H. Concluding Activity What are the different types of baking pans used in bread and pastry
( 2 minutes) production?
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have caught up
with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
3
Session No. 2

Learning Area BREAD AND PASTRY
Teaching Dates & Duration 1-2 hours
PRODUCTION
VII. LEARNING OBJECTIVES
A. Content Standard The learner demonstrates understanding of the use of tools and
B.Performance Standard The learner independently uses tools and bakery equipment in
procedures.
C. Learning Competencies/Code Classify baking tools and equipment based on their uses
D. Objectives
 Knowledge Identify the different tools used in baking
 Skills Describe the different tools used in baking
 Attitude/Values Classify the different tools into preparatory, mixing or cutting,
and measure
VIII. CONTENT Baking tools and equipment and their uses
IX. LEARNING RESOURCES
A. References
7. Textbook pages
B. Other Learning Resources
C. Supplies, Equipment, Tools, etc. Baking pans, pictures of baking pans, domino, ppt.
X. PROCEDURES
A. Introductory Activity 1. Aside from baking pans, what other tools do you think are used in baking?
( 5 minutes) 2. Which of those tools are used for preparation? Mixing? Cutting?
B. Activity In groups of 3 identify the following by matching the pictures using your
( 15 minutes) assignment.
4
C. Analysis Ask:
( 5 minutes) 1. Which tools do you think are used for measuring?
2. Which tools are used for mixing?
3. Which tools are used for preparation?
D. Abstraction PowerPoint presentation on baking pans and types of baking pans with
( 45 minutes) corresponding pictures.
1. Wooden spoon – is also called mixing spoon which comes in various sizes
suitable for different types of mixing.
2. Biscuit and doughnut cutter – is used to cut and shape biscuit or doughnut.
3. Cutting tools – include a knife and chopping board that are used to cut
glazed fruit, nuts, or other ingredients in baking.
4. Electric mixer – is used for different baking procedure for beating, stirring
and blending.
5. Flour sifter – is used for sifting flour.
6. Grater – is used to grate cheese, chocolate, and other fresh fruits.
7. Kitchen shears - are used to slice rolls and delicate cakes.
8. Measuring cups –consist of two types namely:
a. A graduated cup with fractions (1, 3/4, 2/3, ½, 1/3, ¼, 1/8) marked on each
side.
b. A measuring glass made of transparent glass or plastic is more accurate for
measuring.
9. Measuring spoons – consist of a set of measuring spoons used to measure

small quantities of ingredients.
10. Mixing bowl – comes in graduated sizes and has sloping sides used for
mixing ingredients.
11. Mortar and Pestle – is used to pound or ground ingredients.
12. Paring knife – is used to pare or cut fruits and vegetables into different
sizes.
13. Pastry bag – a funnel shaped container of icing or whipped cream
14. Pastry blender – has a handle and with wire which I used to cut fat or
shortening in the preparation of pies, biscuits or doughnuts.
15. Pastry brush – is used in greasing pans or surface of pastries and breads.
16. Pastry tip- is a pointed metal or plastic tube connected to the opening of
the pastry and is used to form desired designs.
5
17. Pastry wheel – has a blade knife used to cut dough when making pastries.
18. Rotary egg beater – is used in beating eggs or whipping cream.
19. Rolling pin – is used to flatten or roll the dough.
20. Rubber scrapper – is used to remove bits of food in side of the bowl.
21. Spatula – comes in different sizes; small spatula are used to remove
muffins and molded cookies from pans which is 5 to 6 inches; large spatula for
icing or frosting cakes; flexible blade is used for various purposes.
22. Strainer – is used to strain or sift dry ingredients.
23. Timer – is used to in timing baked products, the rising of yeast and to check
the doneness of cakes.
24. Weighing scale –is used to measure ingredients in large quantities.
25. Utility tray – is used to hold ingredients together.
26. Wire whisk – is used to beat or whip egg whites or cream.
Teacher asks:
a. Which tools do you think are used for cutting?
b. Which tools are used for mixing?
c. Which tools are used for preparation?
d. Which tools are used for measuring?
E. Application In groups of 5, teacher gives a set of pictures (real tools if available) containing
( 20 minutes) the different tools used in mixing, cutting and preparing. Each group shall
describe the use of the tools and classify them as mixing, cutting and
preparing.
F. Assessment Directions: Classify the following tools based on their usage. Write the letter
( 20 minutes) of your answer in the space before the number.
A. Cutting B. Preparation C. Measuring D. Mixing

_____ 1. Chopping board _____ 9. Spatula _____ 2. Flour
sifter _____10. Pastry blender _____ 3. Utility Tray
_____11. Rolling pin _____ 4. Wooden spoon _____12. Weighing
scale _____ 5. Measuring cup _____13.
Pastry Bag _____ 6. Grater _____14. Pastry wheel
_____ 7. Set of measuring spoon _____15. Pastry brush _____ 8. Electric
or handy mixer
G. Assignments In your notebook define what is oven and list down the different types of
( 5 minutes) oven.
H. Concluding Activity What are the different tools used for mixing? Measuring? Preparation?
( 5 minutes)
XI. REMARKS
XII. REFLECTIONS
6
A.No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
remediation.
C.Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D.No. of learners who continue
to require remediation
E.Which of my teaching
did these work?
F.What difficulties did I encounter
which my principal or
supervisor can help me solve?
G.What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
7
Session No. 3

Learning Area BREAD AND PASTRY Teaching Dates & Duration 1-2 hours
PRODUCTION
A.Content Standard The learner demonstrates understanding of the use of tools and
B.Performance Standard The learner independently uses tools and bakery equipment in
procedures.
C.Learning Competencies/Code Classify baking tools and equipment based on their uses
D.Objectives
 Knowledge Identify the different types of ovens.
 Skills Describe the different types of ovens.
 Attitude/Values Differentiate the different types of ovens.
A. References
11. Textbook pages
https://www.youtube.com/watch?v=I4FlsMqd0wg
https://www.youtube.com/watch?v=KUU1YXOLVfE
https://www.youtube.com/watch?v=_9UOh5lCE_0
B.Other Learning Resources
https://www.sergas.gr/site/product/Electric-and-gas-rotating-
pizza-ovens/Gas-pizza-oven-with-rotating-deck-and-base-
RP2?prdId=RP2&extLang=LG
C.Supplies, Equipment, Tools, etc. Oven, ppt presentation
IV. PROCEDURES
A.Introductory Activity Teachers asks:
( 2 minutes) 1. What are the jobs of your parents?
2. What are the main equipment that they use in their job?
3. In baking, what do you think bakers use in baking breads and cakes?
B.Activity Video on old fashioned baking and modern baking
( 10 minutes) (old fashioned Dutch oven, modern deck oven)
C.Analysis Teacher asks:

( 3 minutes) 1. What have you noticed with the equipment they used in baking?
2. Is there any difference on the baking equipment used?
8
D.Abstraction Ovens are the workhorses of the bakery and pastry shop and are essential for
( 30 minutes) producing the bakery products. Ovens are enclosed spaces in which food
is heated, usually by hot air. Several kinds of ovens are used in baking.
A. DECK OVENS are so called because the items to be baked either on sheet
pans or in the case of some bread freestanding are placed directly on the
bottom, or deck of oven. This is also called STACK OVEN because several
may be stacked on top of one another. Breads are baked directly on the floor
of the oven and not in pans. Deck oven for baking bread are equipped with
steam ejector.
1. RACK OVEN is a large oven into which entire racks full of sheet
pans can be wheeled for baking.
2. MECHANICAL OVEN The food is in motion while it bakes in this type of

oven. The most common types are a revolving oven, in which his mechanism
is like that of a Ferris wheel. The mechanical action eliminates the problem of
hot spots or uneven baking because the mechanism rotates throughout the
oven. Because of its size it is especially used in high volume operations. It
can also be equipped with steam ejector.
https://www.sergas.gr/site/product/Electric-and-gas-rotating-pizza-
ovens/Gas-pizza-oven-with-rotating-deck-and-base-
RP2?prdId=RP2&extLang=LG
3. CONVECTION OVEN contains fans that circulate the air and distribute
the heat rapidly throughout the interior. Strong forced air can distort the shape
of the products made with batter and soft dough.
9
OTHER BAKING BAKING EQUIPMENT
4. DUTCH OVEN is a thick-walled (usually cast iron) cooking pot with a tight-
fitting lid. Dutch ovens have been used as cooking vessels for hundreds of
years. They are called “casserole dishes” in English speaking countries other
than the USA, and cocottes in French, They are similar to both the Japanese
tetsunabe and the Sač, a traditional Balkan cast-iron oven, and are related to
the South African Potjie and the Australian Bedourie oven.
The type of oven to be used depends on the type of product you want to bake
and the quantity/amount you want to produce
Teacher asks (review):

1. What are the different types of oven?
2. Describe each type.
E.Application Carousel:
( 10-20 minutes) The class is grouped into 4. Each group will have a picture of a type of oven
(ex. Group 1 rack oven, group 2 mechanical and so on). Under the picture is a
blank space where students can write something to describe the type of oven.
After 3 minutes, the picture will rotate clockwise so that other groups can write
(describe) the other types of oven coming from another group.
F.Assessment ESSAY:
( 10 minutes)
1-5. Differentiate Rack oven and Mechanical oven
6-10. Describe Convection oven
11-15. Describe Dutch oven.
G.Assignments Study how to operate an oven.

( 3 minutes)
H.Concluding Activity The type of oven to be used depends on the type of product you want to bake
( 2 minutes) and the quantity/amount you want to produce
V. REMARKS
VI. REFLECTIONS
10
B.No. of learners who require
remediation.
lesson.
did these work?
other teachers?
11
Session No. 4

PRODUCTION
A.Content Standard The learner demonstrates understanding of the use of tools and
B.Performance Standard The learner independently uses tools and bakery equipment in bread
and pastry production in accordance with standard procedures.
C.Learning Competencies/Code Classify baking tools and equipment based on their uses
D.Objectives
 Knowledge Enumerate the steps in operating an oven.
 Skills Prepare the necessary tools and safety equipment before operating
an oven.
 Attitude/Values Demonstrate how to operate an oven
A.References
15. Textbook pages
16. Additional Materials from
Learning Resource (LR) portal
C.Supplies, Equipment, Tools, etc. Match or Igniter, oven
IV. PROCEDURES
A. Introductory Activity Review on the different types of ovens.
( 2 minutes)
B. Activity Videos on baking breads and cakes.
( 10 minutes)
C. Analysis In baking any product, we need to have an oven. Now, how do you operate an
( 3 minutes) oven? Each type of oven calls for a different operation. Today, we are going to
use la Germania SL100 oven.
D. Abstraction Safety measures:
( 30 minutes)
Before proceeding into lighting an oven, make sure that no combustible materials
are near the oven. Personal protective equipment should be used. Also make sure
that there is an available fire extinguisher in case of fire.
Teacher demonstrates how to light an oven (la Germania SL100).

Procedures in lighting an oven:
1. Open the oven door.
2. Hold a lighted match or igniter safely near the burner tube of the oven.
3. At the same time push and turn the oven knob in a counterclockwise direction
towards the desired oven temperature setting.
12
REMINDER: Should the initial lighting fail, turn to its “OFF” position immediately
and allow the accumulated to be dispersed before re- ignition.
4. Close the oven door gently and with care. Letting the door to slam may affect the
rise of the cake being baked.
E.Application The class is grouped into 4. Each member of the group should demonstrate how to
( 10-20 minutes) light an oven. They will be graded using the scoring rubric below. Teacher oversees
the conduct of the demonstration and sees to it that the safety is observed.
F.Assessment (how to light an oven rubric)

( 10 minutes)
G.Assignments Copy and study information sheet 1.1 Standard table of weight and
( 3 minutes) measurements.
H.Concluding Activity The type of oven to be used depends on the type of product you want to bake and
( 2 minutes) the quantity/amount you want to produce.
V. REMARKS
VI. REFLECTIONS
A.No. of learners who earned
80% on the formative
assessment
B.No. of learners who
require additional
activities for remediation.
C.Did the remedial
lessons work? No. of
learners who have
13
caught up with the
lesson.
D.No. of learners who
continue to require
remediation
strategies worked well?
Why did these work?
F.What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G.What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
14
Session No. 5

PRODUCTION
A.Content Standard The learner demonstrates understanding in performing
mensuration and calculation in bread and pastry production.
B.Performance Standard The learner independently performs mensuration and
calculation based on job order specifications.
C.Learning Competencies/Code Identify and apply standard table of weights and measures on
specific tasks
D.Objectives
 Knowledge Identify the equivalent measure of ingredients using the
standard table of weights and measure.
 Skills Give the equivalent measures of the ingredients in a butter
cake recipe
 Attitude/Values Apply conversion of weight and measures using limited
measuring tools.
II. CONTENT Standard table of weights and measures
A.References
19. Textbook pages
C.Supplies, Equipment, Tools, etc. Measuring cups, spoons, weighing scale (digital), flour, water,
IV. PROCEDURES
A.Introductory Activity Teacher presents measuring cup and spoon.
( 2 minutes) Teacher asks:
1. How many tablespoons do you think is there in 1 cup of flour?
2. How many teaspoons of milk do you think is there in a tablespoon?
3. How many grams is there in a pound?
B.Activity The class is grouped into 5. Each group will be given measuring tools, flour
( 10 minutes) and water. The group must find out the equivalent measures by performing
actual conversion of measurements using limited measuring tools.
1. 1 cup of flour = ______Tablespoons

2. 1 Tablespoon of flour = ______Teaspoon
3. 1 pound = ______grams
4. 1 ounce = ______grams
C.Analysis Let us check your answers.

( 3 minutes)
15
1. 1 cup of flour = 16 Tablespoons
2. 1 Tablespoon of flour = 3 teaspoon
3. 1 pound = 463.59 grams
4. 1 ounce = 28.35 grams
D.Abstraction Let’s take a look at the standard table of weight and measures.
( 30 minutes) Try to check if our answers in the activity coincides with the table.
Familiarize the table.

E.Application Using the same group, and the same materials the students will convert the
( 10-20 minutes) following measurements from butter cake recipe using the standard table of
weight and measures using limited measuring tools.
BUTTER CAKE
Ingredients:
3 1/4 cups cake flour = _____Tbsp
1 ¾ cups sugar= _________ Tbsp
1 cup butter=_____________pound
1 cup milk=______________
8 eggs=________cup
16
4 tsp. baking powder ________Tbsp
F.Assessment Directions: Write your answers on a separate sheet of paper.

( 20 minutes) 1. 2 cups = _________Tbsp
2. 6 cups = _________quarts
3, 2 kilo = _________ lbs.
4. ¾ c = _________ tablespoon
5. 3 cups = _________ pints
6. 2 pounds = _________ ounces
7. 4 tablespoon = _________ cup
8. 2 gallon = _________ quarts
9. 1/8 cup = _________ tablespoon
10. 2 gram = _________ ounces.
G.Assignments Study conversion/substitution of ingredients.
( 3 minutes)
H.Concluding Activity Sometimes in an actual setting, we cannot assure the availability of the
( 2 minutes) measuring tools. It is very handy for us to be familiar with the standard table of
measurement and weights in order for us to know how to convert measurement
whenever needed.
V. REMARKS
VI. REFLECTIONS
remediation.
lesson.
did these work?
other teachers?
17
Session No. 6

PRODUCTION
A.Content Standard The learner demonstrates understanding in performing
mensuration and calculation in bread and pastry production
B.Performance Standard The learner independently performs mensuration and calculation
based on job order specifications
C.Learning Competencies/Code Identify and apply standard table of weights and measures on
specific tasks
D.Objectives
 Knowledge Identify the substitute for baking ingredients.
 Skills Match the strips of paper containing the original ingredients
with substitute ingredients during the activity
 Attitude/Values Explain the importance of knowing the substitute ingredients.
II. CONTENT
A.References
22. Learner’s Materials pages Page 24
23. Textbook pages
C.Supplies, Equipment, Tools, etc. Measuring cup, spoon, spatula, utility tray, ingredients
IV. PROCEDURES
A.Introductory Activity Imagine if you are in a kitchen, and you want to bake something but the
( 2 minutes) some of the ingredients are not enough and the nearest supply shop is miles
away. What are you going to do? What ingredients can u use to replace the
original ingredient?
B.Activity Let’s try this activity. Identify the substitute for the following ingredients:
( 10 minutes) 1 tablespoon all-purpose flour
1 tablespoon cornstarch
1 cup sifted cake flour
1 cup honey
1 ounce chocolate
1 square unsweetened chocolate
1 cup butter
1 cup milk
1 cup butter milk or sour milk
C.Analysis How did you come up with your answer?
( 3 minutes)
18
D.Abstraction
( 30 minutes)
E.Application The class is grouped into 6. Each group is given 2 sets of strips of papers
( 10-20 minutes) containing Ingredients and their substitute ingredient. For 10 mins, they shall
match the strips of papers. The group who gets the highest points will be given
additional points.
F.Assessment Analogy: Fill in the blanks with the correct answer. Use a separate sheet for
( 10 minutes) your answers.
1. 1C butter : 1C margarine
1 ¼ butter : _____ margarine
2. 1C milk : 6T sifted crystals + 1C water
½ C milk : _____sifted crystal + _____water
3. 1T cornstarch : 2T all-purpose flour
¼T cornstarch : _____ all-purpose flour
4. 1oz chocolate : 3T cocoa + 1T fat
¼ oz. chocolate : _____ cocoa + _____ fat
5. 1T all-purpose flour : ½ T rice starch
3T all-purpose flour _____ rice starch
G.Assignments Study how to convert Fahrenheit to Centigrade.
( 3 minutes)
H.Concluding Activity Why do we need to know the substitute for the different ingredients?
( 2 minutes)
V. REMARKS
19
VI. REFLECTIONS
remediation.
lesson.
did these work?
other teachers?
20
Session No. 7

Learning BREAD AND PASTRY Teaching Dates & Duration 1 hour
Area PRODUCTION
A.Content Standard The learner demonstrates understanding in performing mensuration and
calculation in bread and pastry production
B.Performance Standard The learner independently performs mensuration and calculation based
on job order specifications
C.Learning Competencies/Code Perform accurate conversion/substitution of weights and measures of
ingredients for a certain product
D.Objectives
 Knowledge Identify the formula for converting Celsius to Fahrenheit or Fahrenheit to
Celsius
 Skills Convert Centigrade to Fahrenheit / Fahrenheit to Centigrade
 Attitude/Values Show the solution in converting the temperatures.
II. CONTENT Conversion/substitution of weights and measure
A.References
26. Learner’s Materials pages Page 25
27. Textbook pages
28. Additional Materials from
Learning Resource (LR) portal
https://www.mathsisfun.com/measure/images/temp-freeze-boil.svg
https://www.mathsisfun.com/temperature-conversion.html
C.Supplies, Equipment, Tools, etc. Match or Igniter, oven

IV. PROCEDURES
A.Introductory During our discussion about ovens, we learned that we could select our desired
Activity temperature using the knobs. Knobs are marked with temperature ranges. However, in
( 2 minutes) some recipes, temperature ranges are written in Centigrade rather than Fahrenheit or vice
versa. So how are you going to convert both?
B.Activity
( 5 minutes)
C.Analysis Take a look at this conversion table. What do you think is the formula for converting
( 3 minutes) centigrade to Fahrenheit?
21
D.Abstraction Fahrenheit and Centigrade (Celsius) are the two main temperature scales. Fahrenheit
( 20 minutes) Scale is used in the US while Centigrade (Celsius) scale is used in most other countries
including the Philippines. Both measure the same thing (temperature), but use different
numbers.
To understand it better, here is a diagram.
Boiling water (at normal pressure) measures 100° in Celsius, but 212° in Fahrenheit
And as water freezes it measures 0° in Celsius, but 32° in Fahrenheit
https://www.mathsisfun.com/measure/images/temp-freeze-boil.svg
Celsius to Fahrenheit: (°C × 9/5) + 32 = °F

Fahrenheit to Celsius: (°F − 32) x 5/9 = °C
Example 1: Convert 26° Centigrade (a nice warm day) to Fahrenheit

° F= (26° × 9/5) + 32
= 234/5 + 32
= 46.8 + 32
= 78.8° F
Example 2: Convert 98.6° Fahrenheit (normal body temperature) to Centigrade

° C= (98.6° − 32) x 5/9
= 66.6 x 5/9
= 333/9
= 37° C
https://www.mathsisfun.com/temperature-conversion.html
Example 3: Convert 50° Centigrade to Fahrenheit
22
° F= (50° × 9/5) + 32
= 450/5 + 32
= 90 + 32
= 122
Example 4: Convert 140° Fahrenheit to Centigrade

° C= (140° − 32) x 5/9
= 108 x 5/9
= 540/9
= 60
E.Application The class is grouped into 6. Each group will be given temperatures to convert. Solutions
( 15 minutes) should be written on the board.
1. 75° C = _____°F
2. 45° C = _____°F
3. 65° C = _____°F
4. 230° F = ____°C
5. 320° F = ____°C
6. 410° F = ____°C
F.Assessment Directions: Use the formula in converting degrees Centigrade to degrees Fahrenheit and
( 10 minutes) Fahrenheit to Centigrade. Show your computation. Five points each.
C = F – 32 x 5 / 9
F = C x 9 / 5 + 32
1. 100 degrees Centigrade to degrees Fahrenheit.

2. 320 degrees Fahrenheit to degrees Centigrade.
G.Assignments Study how to measure dry and liquid ingredients.
( 3 minutes)
H.Concluding So again, what is the formula for converting Centigrade to Fahrenheit? Fahrenheit to
Activity Centigrade?
( 2 minutes)
V. REMARKS
VI. REFLECTIONS
A.No. of learners who
earned 80% on the
formative
assessment
B.No. of learners who
require additional
activities for
remediation.
C.Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
23
D.No. of learners who
continue to require
remediation
E.Which of my
teaching strategies
worked well? Why
did these work?
F.What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G.What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
24
Session No. 8

Learning BREAD AND PASTRY Teaching Dates & Duration 1-2 hours
Area PRODUCTION
A.Content Standards The learner demonstrates understanding in performing
B.Performance Standards The learner independently performs mensuration and calculation
C.Learning Competencies/Code Practice measuring given ingredients in a recipe
D.Objectives
 Knowledge Prepare the tools and materials in measuring dry ingredients
 Skills Practice the steps in measuring dry ingredients
 Attitude/Values Demonstrate how to measure dry ingredients accurately
II. CONTENT Proper measuring of ingredients
A.References
31. Textbook pages
C.Supplies, Equipment, Tools, etc. Baking pans, pictures of baking pans, domino, ppt.
IV. PROCEDURES
A.Introductory Activity In every baking activity, one should see to it that the ingredients are
( 2 minutes) measured accurately.
B.Activity The class is grouped into 6. Each group will be tasked to prepare the tools,
( 10 minutes) materials and ingredients (flour, white sugar, brown sugar baking powder,
baking soda)
C.Analysis Teacher asks, what are the steps in measuring these ingredients?
( 3 minutes) 1. Flour
2. White and Brown Sugar
3. Baking Powder , Baking Soda
D.Abstraction Demonstration Method:
( 30 minutes)
Materials:
1. Dry ingredients
Flour, granulated sugar, brown sugar, baking powder and soda
2. Liquid ingredients
Water, milk
3. Measuring tools
Graduated measuring cup, measuring spoons, weighing scale, individual
measuring cup
4. Others
Spatula, tray, sifter
25
A. Flour
1. Sift the flour.
2. Scoop to fill the measuring cup to overflow. Do not shake.
3. Level off with spatula.
B. Sugar
White sugar
1. Sifting is not necessary before measuring unless it is lumpy.
2. Fill the measuring cup until over flowing. Do not shake the cup.
3. Level off with the spatula
Brown Sugar
1. Check if the sugar is lumpy before measuring. Roll out the lumps. Remove
the dirt.
2. Scoop into the measuring cup and pack compactly until it follows the shape
when inverted.
C. Powdered Food (baking powder and baking soda)

1. Remove the lumps in the powder by stirring.
2. Dip the measuring spoon into the powder
3. Level with spatula or back edge of the knife or right in the can opening.
E.Application Students are tasked to measure the following ingredients accurately.

( 10-20 minutes) 1. 1 ½ cup flour
2. ½ cup brown sugar
3. 1 cup white sugar
4. 1 tsp baking soda/baking powder
F.Assessment The performance will be rated using the criteria below.
( 10 minutes)
26
G.Assignments Study how to measure liquid ingredients.
( 3 minutes)
H.Concluding Activity Why do we need to measure ingredients accurately?
( 2 minutes)
V. REMARKS
VI. REFLECTIONS
remediation.
lesson.
did these work?
solve?
other teachers?
27
Session No. 9

Learning BREAD AND PASTRY Teaching Dates & Duration 1-2 hours
Area PRODUCTION
A.Content Standards The learner demonstrates understanding in performing
B.Performance Standards The learner independently performs mensuration and calculation
C.Learning Competencies/Code Practice measuring given ingredients in a recipe
D.Objectives
 Knowledge Prepare the tools and materials in measuring solid fats, milk
and liquid ingredients
 Skills Practice the steps in measuring solid fats, milk and liquid
ingredients
 Attitude/Values Demonstrate how to measure solid fats milk and liquid
ingredients accurately
II. CONTENT Proper measuring of ingredients
A.References
35. Textbook pages
C.Supplies, Equipment, Tools, etc. Baking pans, pictures of baking pans, domino, ppt.
IV. PROCEDURES
A.Introductory Activity Yesterday we learned how to measure the different dry ingredients. Today we
( 2 minutes) will now learn how to measure liquid ingredients.
B.Activity The class is grouped into 6. Each group will be tasked to prepare the tools,
( 10 minutes) materials and ingredients (flour, white sugar, brown sugar baking powder,
baking soda)
C.Analysis Teacher asks, what are the steps in measuring these ingredients?
( 3 minutes) 1. Shortening
2. Oil
3. Water
4. Powdered Milk
D.Abstraction Demonstration Method:
( 30 minutes)
Materials:
1. Liquid ingredients
Water, milk
2. Measuring tools
Graduated measuring cup, measuring spoons, weighing scale, individual
measuring cup
28
3. Others
Spatula, tray
Solid fats
1. Fill the measuring cup/spoon with the shortening while pressing until it is full.
2. Level the fat with a straight of a knife or spatula
Liquid fats
1. Pour oil in the glass measuring cup.
2. Check if it is filled up to the measuring mark. Do not lift the cup when
measuring.
Milk
Liquid Form
1. Pour milk into the glass measuring cup up to the measuring mark. Do not
lift the cup.
Powdered milk
1. Remove lumps in milk by stirring.
2. Scoop lightly to fill the measuring cup or spoon without shaking until it
overflows.
3. Use the spatula or the straight edge of the knife to level the measurement
E.Application Students are tasked to measure the following ingredients accurately.

( 10-20 minutes) 1. 1 ½ shortening
2. ½ cup oil
3. 1 cup liquid milk
4. 1 tsp powdered milk
F.Assessment The performance will be rated using the criteria below.
( 10 minutes)
G.Assignments List down tips on how to maintain tools and equipment.

( 3 minutes)
H.Concluding Activity Why do we need to measure ingredients accurately? To achieve the desired
( 2 minutes) result of the finished product.
V. REMARKS
VI. REFLECTIONS
29
remediation.
lesson.
did these work?
solve?
other teachers?
30

School Grade Level VII Teacher Quarter 1/2/3/4 Learning Area Bread and Pastry Teaching Dates & Duration 1 Hour

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School Grade Level VII Teacher Quarter 1/2/3/4 Learning Area Bread and Pastry Teaching Dates & Duration 1 Hour

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DETAILED LESSON PLAN

School Grade Level VII

E.Application Numbered Heads

1. Bundt pan a. Is used for cooking pop over

School Grade Level VII

5. Flour sifter – is used for sifting flour.

6. Grater – is used to grate cheese, chocolate, and other fresh fruits.

7. Kitchen shears - are used to slice rolls and delicate cakes.

8. Measuring cups –consist of two types namely:

9. Measuring spoons – consist of a set of measuring spoons used to measure

11. Mortar and Pestle – is used to pound or ground ingredients.

13. Pastry bag – a funnel shaped container of icing or whipped cream

18. Rotary egg beater – is used in beating eggs or whipping cream.

19. Rolling pin – is used to flatten or roll the dough.

22. Strainer – is used to strain or sift dry ingredients.

24. Weighing scale –is used to measure ingredients in large quantities.

25. Utility tray – is used to hold ingredients together.

26. Wire whisk – is used to beat or whip egg whites or cream.

A. Cutting B. Preparation C. Measuring D. Mixing

School Grade Level VII

C.Analysis Teacher asks:

2. MECHANICAL OVEN The food is in motion while it bakes in this type of

Teacher asks (review):

G.Assignments Study how to operate an oven.

DETAILED LESSON PLAN

School Grade Level VII

Teacher demonstrates how to light an oven (la Germania SL100).

1. Open the oven door.

F.Assessment (how to light an oven rubric)

School Grade Level VII

1. 1 cup of flour = ______Tablespoons

C.Analysis Let us check your answers.

Familiarize the table.

F.Assessment Directions: Write your answers on a separate sheet of paper.

School Grade Level VII

DETAILED LESSON PLAN

School Grade Level VII

C.Supplies, Equipment, Tools, etc. Match or Igniter, oven

To understand it better, here is a diagram.

Celsius to Fahrenheit: (°C × 9/5) + 32 = °F

Example 1: Convert 26° Centigrade (a nice warm day) to Fahrenheit

Example 2: Convert 98.6° Fahrenheit (normal body temperature) to Centigrade

Example 3: Convert 50° Centigrade to Fahrenheit

Example 4: Convert 140° Fahrenheit to Centigrade

1. 100 degrees Centigrade to degrees Fahrenheit.

School Grade Level VII

C. Powdered Food (baking powder and baking soda)

E.Application Students are tasked to measure the following ingredients accurately.

School Grade Level VII

E.Application Students are tasked to measure the following ingredients accurately.

G.Assignments List down tips on how to maintain tools and equipment.

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