Cookery-V2 0 PDF

Republic of the Philippines
DEPARTMENT OF EDUCATION
K to 12 Basic Education Curriculum

Technology and Livelihood Education
Learning Module
COOKERY
EXPLORATORY COURSE
Grades 7
K to 12 Basic Education Curriculum 1

based on Most Essential Learning Competencies (MELC)
Technology and Livelihood Education – Cookery
TABLE OF CONTENT
Page
What is this Module About? …………………………………………………......... 3
Lesson 1. Utilize appropriate .............................................................................. 4

kitchen tools, equipment,
and paraphernalia
Lesson 2. Maintain .................................................................................. 24

appropriate kitchen tools,
equipment, and
paraphernalia
Lesson 3. Carry out ……………………………………………………. 34

measurements and
calculations in a required task
Lesson 4. Calculate the cost ……………………………………………………... 50

of production
Lesson 5. Importance of ………………………………………………………….. 58

Occupational Health and
Safety Procedures
Reference …………………………………………………………………………... 75
Answer Keys …………………………………………………………………………... 76

What Is This Module
About?
Welcome to the world of Cookery!
This Module is an exploratory course which leads you to Cookery National Certificate
Level II (NC II). It covers 5 most essential learning competencies (MELC) that a Grade
7 Technology and Livelihood Education (TLE) student like you ought to possess,
namely:
1. Utilize appropriate kitchen tools, equipment, and paraphernalia;

2. Maintain appropriate kitchen tools, equipment, and paraphernalia;
3. Carry out measurements and calculations in a required task;
4. Calculate the cost of production, and
5. Importance of Occupational Health and Safety procedures.
These 5 most essential learning competencies are covered separately in 5 lessons.

Each lesson is directed to the attainment of several learning outcomes:
Lesson 1. Utilize appropriate kitchen tools, equipment, and paraphernalia

1.1 identify types of tools, equipment, and paraphernalia
1.2 classify the types of appropriate cleaning tools and equipment based on their uses
Lesson 2. Maintain appropriate kitchen tools, equipment, and paraphernalia

2.1 select various types of chemicals for cleaning and sanitizing kitchen tools, equipment, and
paraphernalia
2.2 clean and sanitize kitchen tools and equipment following the manufacturer’s instructions use
cleaning tools, equipment, and paraphernalia following standard operating procedures
maintain kitchen tools, equip006Dent, and work areas
Lesson 3. Carry out measurements and calculations in a required task

3.1 give the abbreviations and equivalents of measurements
3.2 measure ingredients according to recipe requirement
3.3 convert systems of measurement according to recipe requirement
3.4 perform substitution of ingredients
Lesson 4. Calculate the cost of production

4.1 discuss principles of costing
4.2 compute the cost of production
Lesson 5. Importance of Occupational Health and Safety Procedures

5.1 recognize the importance of OSH
Your success in this exploratory course on Cookery is shown in your ability to perform
the following at the end of this Module:

LESSON 1
Utilize appropriate kitchen tools,

equipment, and paraphernalia
LEARNING OUTCOMES
At the end of this lesson you are
expected to do the following
1.1 identify types of tools, equipment, and

paraphernalia
1.2 classify the types of appropriate cleaning
tools and equipment based on their uses

Definition of Terms
Cleaning is defined as the physical removal of visible soil and food.
Disinfectant is a substance used to destroy germs and diseases.
Exterminate means to destroy totally.
Filth refers to anything dirty.
Grates are frames of iron bars for holding fuel while it burns.
Infestation is the state of being infested with parasites or vermin.
Kitchen is a room especially set apart and containing the necessary utensils
for cooking food.
Parts per million (PPM) is commonly used as a measure of small levels of pollutants
in the air, water, body fluids, etc. Parts per million is the mass ratio between the
pollutant component and the solution. Usually describes the concentration of
something in water or soil. One ppm is equivalent to 1 milligram of something per
liter of water (mg/l) or 1 milligram of something per kilogram soil (mg/kg).
A pedestal is a base or support
Sanitizer is a chemical agent used for cleansing and sanitizing surfaces and
equipment.
Sanitizing is a process of reducing the number of harmful organisms to a safe level

on
food contact services.
Stack means a case composed of several rows of shelves.

Content Standard
• The learners demonstrate an understanding the use
and maintenance of equipment in cookery
Performance Standard
• The learners independently use and maintain tools,
equipment, and materials in cookery according to
standard operating procedures
Materials
• Kitchen tools
• Kitchen equipment

What you already know?
Let us determine how much you already know about

utilizing kitchen tools and equipment. Answer Task 1,
2, 3, and take this Pre-test.
TASK 1. Mind the pictures

Direction: Name each picture by writing the answer on a corresponding number.
1. __________ 2. __________ 3. __________ 4. __________ 5. __________
6. __________ 7. __________ 8. __________ 9. __________ 10. __________
TASK 2. Who am I?
Identify the word/s that best describes the following statements. Write your answer on
the space before the number.
_____________ 1. I am an insulated box, equipped with a refrigeration unit and

control to maintain the proper inside temperature for food
storage.
_____________ 2. I used to chop, blend, mix, whip, puree, grate, and liquefy food.
_____________ 3. Because of me, foods can be prepared ahead of time, frozen or
refrigerated during the slack periods, and cooked or heated
quickly.
_____________ 4. I am a cooking appliance used to brew coffee.
_____________ 5. I am the best for all around use. I am the most popular,
lightweight, attractive and less expensive than stainless steel.

TASK 3. Concept Mapping with Housemate/s
Direction. Write down the name of the kitchen tools, equipment, and paraphernalia
that can be found in the kitchen following the format of the concept map to be
shown below and categorize them whether a preparatory tool, measuring tool,
cutting tool or equipment.
Kitchen Tools,
Equipment and
Paraphernalia at
Home
Preparatory Measuring Cutting Equipment
*Add another column for the additional group/use if needed
SCORING RUBRICS
Criteria 10 9 8
Correctness All the tools, Five tools/ Ten tools/
equipment, and equipment/ equipment/
paraphernalia were paraphernalia paraphernalia
placed correctly in were placed were placed
the group incorrectly in the incorrectly in the
group group
No. of Fifteen Twelve-fourteen Eleven and below
tools/equipment/ tools/equipment/ tools/equipment/ of
paraphernalia paraphernalia was paraphernalia tools/equipment/
placed was placed paraphernalia was
placed
Table The table was The table was The table was
presentation presentable, clear presentable and presentable
and seen of clear
creativeness

PRE-TEST
Direction: Identify the word/s that best describes the following statements. Write your
answer on a separate sheet of paper.
1. It is the most popular, lightweight, attractive, and less expensive materials for
kitchen utensils and equipment.
2. A more complicated tool that may refer to a small electrical appliance.
3. A kitchen tool that is specifically designed for pulping garlic for cooking.
4. It is used to grate, shred, slice and separate foods.
5. A must for all types of kitchen tasks, from peeling an onion and slicing carrots
to carving a roast or turkey often referred to as cook's or chef's tools.
6. It is used to measure solids and dry ingredients.
7. These are used to measure smaller quantities of ingredients
8. A rubber or silicone tools to blend or scrape the food from the bowl
9. A special coating applied to the inside of some aluminum or steel pots and
pans that help food from not sticking to the pan.
10. A kitchen essential used for creaming, stirring, and mixing that made of
hardwood.
What you need to

know?
Information 1.1
Kitchen Tools, Equipment and Paraphernalia
Any cook should be familiar with the correct utensils, devices, and equipment in the
kitchen. It is important to consider several things and not only the price when buying
them. The job of cooking requires specific tools, utensils, and equipment for proper
and efficient preparation of food. Each piece has been designed to accomplish a
specific job in the kitchen. Proper use of kitchen tools and equipment must be
considered.
Aluminum is the best for all-around use. It is the most popular, lightweight, attractive
and less expensive. It requires care to keep it shiny and clean. Much more, it gives
even heat distribution no matter what heat temperature you have. It is available in
sheet or cast aluminum. Since it is a soft metal, the lighter gauges will dent and scratch
easily, making the utensil unusable. Aluminum turns dark when used with alkalis, such

as potatoes, beets, carrots, and other vegetables. Acid vegetables like tomatoes will
brighten it.
Stainless Steel is the most popular material used for tools and equipment but is more
expensive. It is easier to clean and shine and will not wear out as soon as aluminum.
Choose those with copper, aluminum or laminated steel bottoms to spread heat and
keep the pot from getting heat dark spots. Stainless steel utensils maybe bought in
many gauges, from light to heavy.
Glass is good for baking but not practical on top or surface cooking. Great care is
needed to make sure of a long shelf life.
Cast Iron is sturdy but must be kept seasoned to avoid rust. Salad oil with no salt or
shortening can be rub inside and out and dry. Wash with soap (not detergent) before
using it.

Ceramic and heat-proof glass is used especially for baking dishes, casseroles, and
measuring cups. Glass and ceramic conduct the heat slowly and evenly. Many of
these baking dishes are decorated and can go from the stove or oven to the dining
table.
Teflon is a special coating applied to the inside of some aluminum or steel pots and
pans. It helps food from not sticking to the pan. It easier to wash and clean, however,
takes care not to scratch the Teflon coating with a sharp instrument such as a knife or
fork. Use a wooden or plastic spatula to turn or mix food inside.
Plastic and Hard Rubber is used for cutting and chopping boards, tabletops, bowls
trays, garbage pails, and canisters. They are much less dulling to knives than metal
and more sanitary than wood. Plastics are greatly durable and cheap but may not
last long.

Wood a cheap wooden spoon is likely to be made of pine, but the best quality
wooden spoons are made of olive wood, bamboo, beech, or maple. Since they're
harder woods, they're less likely to crack. Finally, it's important to consider the kitchen
task you're looking to accomplish.
Cooking Utensils List That Every Kitchen Needs
1. A baster is handy for returning some of the meat or

poultry juices from the pan, back to the food. Basting
brushes can be used for the same purpose, but they are
also convenient for buttering the tops of bread and
baked goods after they come out of the oven.
2. Cans, bottles, cartons opener are used to open a food

tin, preferably with smooth operation, and a
comfortable grip and turning knob.
3. Colanders also called a vegetable strainer, are essential

for various tasks from cleaning vegetables to straining
pasta or tin contents.

4. Cutting board is a wooden or plastic board where meats
and vegetables can be cut.
5. Dredgers are used to shake flour, salt, and pepper on

meat, poultry, and fish.
6. A double boiler is used when temperatures must be kept

below boiling, such as for egg sauces, puddings, and to
keep foods warm without overcooking.
7. Emery boards/sharpening steel is used to sharpen long

knives.
8. Flipper is used for turning hamburgers and other food

items
9. Funnels are used to fill jars, made of various sizes of

stainless steel, aluminum, or of plastic
10. Garlic Press is a kitchen tool that is specifically designed

for pulping garlic for cooking.
11. Graters are used to grate, shred, slice, and separate

foods such as carrots, cabbage, and cheese.

12. Handy Poultry & Roasting Tools make it easier to lift a hot
roasted turkey from the roaster to the serving platter,
without it falling apart.
13. Kitchen Knives often referred to as cook's or chef's tools,

knives are a must for all types of kitchen tasks, from
peeling an onion and slicing carrots to carving a roast
or turkey
There are many kinds of knives, each with a specialized use

• Butcher knife – used to section raw meat,
poultry, and fish. It can be used as a cleaver
to separate small joints or to cut bones.
Butcher knives are made with the heavy
blade with a saber or flat grind
• French knife – used to chop, dice, or mince

food. Heavy knives have a saber or flat grind
• Roast beef slicer – used to slice roasts ham

and thick solid cuts of meats
• Boning knife – used to fillet fish and to remove

raw meat from the bone
• Fruit and salad knife - used to prepare salad

greens, vegetables, and fruits
• Spatula – used to level off ingredients when

measuring and to spread frostings and
sandwich fillings

• Citrus knife – used to section citrus fruits. The
blade has a two-sided, serrated edge
• Paring knife – used to core, peel, and section

fruits and vegetables. Blades are short,
concave with a hollow ground.
14. Kitchen Shears are practical for opening food

packages, cutting tape, or string to package foods or
simply to remove labels or tags from items. Other cutting
tools such as box cutters are just as handy, especially for
opening packages.
15. Measuring Tools are among the most important items

found in any kitchen since consistently good cooking
depends upon accurate measurements. Measuring
tools should be standardized. Measuring cups and
spoons are also in the home kitchen. Scales are used to
weigh materials of bigger volumes. These are delicate
and precision instruments that must be handled
carefully and are more dependable in terms of
accuracy.
Commonly used measuring tools in the home or commercial kitchens include

the following:
• Measuring Cup for Dry Ingredients – is used to measure solids and dry
ingredients, such as flour, fat, and sugar. It is commonly made of
aluminum or stainless material. Sizes range from 1, ½, ¾, and ¼ (nested
cups) to one gallon. There are cups made of plastic and come in
different colors but could only be used for cold ingredients. They could
warp, causing inaccurate measure.
• Measuring Cup for Liquid Ingredients - commonly made up of heat-

proof glass and transparent so that liquid can be seen. Quantity of the
measure of liquid ingredient is different in a dry measuring cup.
• Portion scales - used to weigh serving portions from one ounce to one
pound
• Scoops or dippers – used to measure servings of soft foods, such as

fillings, ice cream, and mashed potatoes.

• Spoons come in a variety of sizes, shapes, materials, and colors. These
are used to measure smaller quantities of ingredients called for in the
recipe like 1 tablespoon of butter or ¼ teaspoon of salt.
• Household Scales are used to weigh the large quantities of ingredients

in kilos, commonly in rice, flour, sugar, legumes or vegetables and meat
up to 25 pounds.
16. Pasta Spoon Or Server is used to transfer a little or much-

cooked pasta to a waiting plate, without a mess. Pasta
spoons are best used with spaghetti-style or other long
pasta noodles; you can use a large slotted serving spoon
for short pasta.
17. Potato Masher used for mashing cooked potatoes, turnips,

carrots, or other soft cooked vegetables.
18. Rotary eggbeater is used for beating a small number of

eggs or batter. The beaters should be made up of stainless
steel, and gear-driven for ease in rotating
19. A scraper is a rubber or silicone tools to blend or scrape

the food from the bowl; metal, silicone or plastic egg
turners or flippers
20. Seafood Serving Tools make the task of cleaning seafood

and removing the shell much easier. For cooking seafood,
utensils will vary depending on what you are cooking.
21. Serving spoon is a utensil consisting of a small, shallow

bowl on a handle, used in preparing, serving, or eating
food.

22. Serving Tongs enables you to more easily grab and
transfer larger food items, poultry, or meat portions to a
serving platter, to a hot skillet or deep fryer, or a plate. It
gives you a better grip and the longer the tongs, the
better, especially when used with a deep fryer, a large
stockpot, or at the barbecue.
23. Soup Ladle is used for serving soup or stews, but can also
be used for gravy, dessert sauces or other foods. A soup
ladle also works well to remove or skim off the fat from
soups and stews.
24. Spoons are solid, slotted, or perforated. Made of stainless

steel or plastic, the solid ones are used to spoon liquids
over foods and to lift foods, including the liquid out of the
pot
25. Temperature Scales are used to measure heat intensity.

Different thermometers are used for different purposes in
food preparation – for meat, candy, or deep-fat frying.
Other small thermometers are hanged or stand in ovens
or refrigerators to check the accuracy of the equipment’s
thermostat.
26. A two-tine fork is used to hold meats while slicing, and to

turn solid pieces of meat while browning or cooking Made
of stainless steel and with heat-proof handle.
27. A vegetable peeler is used to scrape vegetables, such as

carrots and potatoes, and to peel fruits. The best ones are
made of stainless steel with a sharp double blade that
swivels.
28. Whisks for Blending and Mixing are used for whipping
eggs or batter, and for blending gravies, sauces, and
soups. The beaters are made of looped steel piano wires
which are twisted together to form the handle

29. Wooden spoons continue to be kitchen essentials
because of their usefulness for used for creaming, stirring,
and mixing. They should be made of hardwood
Equipment
More complicated tools are called equipment. They may refer to a small
electrical appliance, such as a mixer, or a large, expensive, power-operated
appliance such a range or a refrigerator.
Equipment like range, ovens, refrigerators (conventional, convection, and
microwave) are mandatory pieces in the kitchen or any food establishment.
30. Refrigerators/Freezers are necessary for preventing

bacterial infections from foods. Most refrigerators
have a special compartment for meat, fruits, and
vegetables to keep the moisture content of each
type of food. Butter compartment holds butter
separately to prevent food odors from spoiling its
flavor. The refrigerator or freezer is an insulated box,
equipped with a refrigeration unit and control to
maintain the proper inside temperature for food
storage.
31. Auxiliary equipment like griddles, tilting skillets,

broilers/grills, steamers, coffee makers, deep-fat
fryers, wok, crockery, cutting equipment (meat
slicer, food choppers, grinders) mixers and bowls,
pots and pans are utilized most commonly in big
food establishments, some with specialized uses
and some are optional.
32. Microwave Ovens have greatly increased their use

in the food industry. Foods can be prepared ahead
of time, frozen or refrigerated during the slack
periods, and cooked or heated quickly in
microwave ovens

33. Blenders are used to chop, blend, mix, whip, puree,
grate, and liquefy all kinds of food. A blender is a
very useful appliance. They vary in the amount of
power (voltage/wattage). Others vary and do not
do the same jobs.
How much have you

learned?
ACTIVITY 1
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 material used for Aluminum
tools and equipment but is more
expensive.
2. It is a greatly durable and cheap Glass
material of kitchen utensils but may not
last long
3. An essential utensil for various tasks from Colander

cleaning vegetables to straining pasta
or tin contents.
4. Used to level off ingredients when Scraper

measuring dry ingredients
5. Use for turning food items Flipper
6. Commonly made up of heatproof glass Measuring Cup
and transparent so that liquid can be for Liquid
seen when measuring Ingredients
7. It makes the task of cleaning seafood Seafood Serving
and removing the shell much easier. Tools
8. Enables you to more easily grab and Serving spoons
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 or batter, and Pastry blender
for blending gravies, sauces, and soups.
10. Used to measure heat intensity. Temperature
scales

ACTIVITY 2. Imagination for Recognition
Recognize the importance and uses of kitchen tools, equipment, and paraphernalia
at the same time develop the knowledge, skills, and values/attitude of the students
about the topic.
SCENARIO
It is your birthday. Your family is preparing different dishes on this special occasion
like spaghetti, pancit, sopas, puto, fried chicken, and many more. There are no
tools/equipment/paraphernalia available to prepare, cook, and present these on
your table. You waited for this celebration for a long time for your relatives and friends
will come.
• Answer the following questions

- Do you think it is possible to make these dishes cooked?
- What will you do?
- How do you feel?
• Give the tools/equipment/paraphernalia needed for each dish as mentioned
• Conclude for this activity
How Do You Extend Your Learning?
ACTIVITY 1. Letter from My Housemate

• Make a short letter of one of your housemates addressing to you in an A4 size
bond paper containing the following
- how to classify kitchen tools, equipment, and paraphernalia according
to their uses
- importance of these in preparing dishes
• Read and study this letter made by your housemate
• Consider this as a lecture reminding of you the proper way of using the kitchen
tools/equipment/paraphernalia and how important these are
• Write your response at the last part regarding the message
• Indicate the name of the housemate with signature

How do you apply what
you learned?
Show that you learned something by doing this activity
ACTIVITY 1. The Kitchen is the Heart of the Home
From the picture given, answer the following questions one by one
1. What part of the house you can find this place?
2. What are the activities are doing in this place?
3. Have you experienced using those tools/equipment/paraphernalia?
4. What are those tools/equipment/paraphernalia in the picture did you use?
5. Where did you use/apply them?
6. What is the importance of each kitchen tool/equipment/paraphernalia in your
task?
Place your answers here, you can add rows and columns if necessary
(1)
(2)
(3)
(4)Tools/Equipment/Paraphernalia (5)Used/Applied for (6)Importance

ACTIVITY 2. Need to know the right tool for a cooking extravaganza
Prepare a simple dish together with your housemate showing the proper use of
tools/equipment/paraphernalia. Document your work by taking photos.
Scoring Rubrics
Criteria 5 4 3
Proper use of All the tools, Only one tool/ Two or more tools/
tools equipment, and equipment/ equipment/
paraphernalia paraphernalia paraphernalia were not
were used were not used used properly.
properly. properly.
Teamwork Teamwork was Teamwork was The activity was doing
being seen rarely seen alone.
throughout the throughout the
activity. activity.
Time The activity was The activity was The activity was done 4
properly done and done 5-10 minutes and below.
finished at the minutes.
given time.
ACTIVITY 3. Creation
1. Create a kitchen tool/utensil made of anything from nature e.g bamboo, leaves,
etc.
2. Place this in a presentable packaging with the following inside:

- Name of the tool/utensil
- Description
- Function/uses
- Importance
SCORING GUIDE
Creativity (durability) 40%
Originality 20%
Uses/function 40%
Total 100%

ACTIVITY 4. Poem
Express your learnings from the lessons by choosing two of the following:
1. Compose a 2- stanza poem with 4 lines
2. Compose a slogan recognizing the proper use of kitchen

tools/equipment/paraphernalia
3. Write advertising materials about the importance of kitchen tools in daily life
Use an A4 size paper
POST-TEST
Direction: Identify the word/s that best describes the following statements. Write your
answer on a separate sheet of paper.
1. It is the most popular, lightweight, attractive, and less expensive materials for
kitchen utensils and equipment.
2. A more complicated tool that may refer to a small electrical appliance.
3. A kitchen tool that is specifically designed for pulping garlic for cooking.
4. It is used to grate, shred, slice and separate foods.
5. A must for all types of kitchen tasks, from peeling an onion and slicing carrots
to carving a roast or turkey often referred to as cook's or chef's tools.
6. It is used to measure solids and dry ingredients.
7. These are used to measure smaller quantities of ingredients
8. A rubber or silicone tools to blend or scrape the food from the bowl
9. A special coating applied to the inside of some aluminum or steel pots and
pans that help food from not sticking to the pan.
10. A kitchen essential used for creaming, stirring, and mixing that made of
hardwood.
Refer to the answer key. What is your score?
Congratulations! You did a great job!

Rest and relax a while then move on to
the next lesson. Good luck!

LESSON 2
Maintain appropriate kitchen tools,

equipment, and paraphernalia
LEARNING OUTCOMES
2.1 select various types of chemicals for cleaning and

sanitizing kitchen tools, equipment, and paraphernalia
2.2 clean and sanitize kitchen tools and equipment
following manufacturer’s instructions use cleaning tools,
equipment, and paraphernalia in accordance to
standard operating procedures maintain kitchen tools,
equipment, and work areas

Content Standard
• The learners demonstrate an understanding the use and
maintenance of equipment in cookery
• The learners independently use and maintain tools,
equipment, and materials in cookery according to
standard operating
• procedures
Materials
• Kitchen tools
• Kitchen equipment
• Cleaning agents
• Chemical sanitizer
• Cleaning tools

What you already
know?
maintaining kitchen tools and equipment. Answer
Task 1, 2 and take this Pre-test.
TASK 1. Question for you

Reflect on the following questions. Write your insights in your notebook.
• What are the different types of cleaning agents you know?

• How do you take care of yourself?
• Why proper caring is needed?
• How about tools and equipment?
• Why do we need to take care of storing it?
TASK 2. Question for you

Direction: Given the scrambled letters below, unscramble them to get a word or a
group of words related to cleaning and maintaining kitchen premises. Write your
answer opposite each item.
1. AINSZTEI -
2. PENMEQUTI -
3. NGILCAEN -
4. CNKTIEH -
5. LCEHIMAC -
PRE-TEST
Enumerate the following
1–4 Categories of cleaning agents
5–7 Approved chemical sanitizers
8 – 10 Factors influence the effectiveness of chemical sanitizers
11 – 15 Steps in cleaning kitchen premises

What you need to
know?
Information 2.1
CLEANING AND SANITIZING
Cleaning and sanitizing procedures must be part of the standard operating

procedures that make up your food safety program. Improperly cleaned and
sanitized surfaces allow harmful microorganisms to be transferred from one food to
other foods.
Something that looks clean does not mean it is sanitary. Billions of

microorganisms may be present even though they are not visible to the naked eye.
Both cleaning and sanitizing are essential in preventing foodborne illness.
Cleaning is the process of removing food and other types of soil from a surface,
such as a dish, glass, or cutting board. Cleaning is done with a cleaning agent that
removes food, soil, or other substances.
The right cleaning agent must be selected because not all cleaning agents
can be used on food-contact surfaces. (A food-contact surface is the surface of
equipment or utensil that food normally comes into contact.) For example, glass
cleaners, some metal cleaners, and most bathroom cleaners cannot be used
because they might leave an unsafe residue on the food contact surface. The label
should indicate if the product can be used on a food-contact surface. The right
cleaning agent must also be selected to make cleaning easy. Cleaning agents are
divided into four categories:
1. Detergents – Use detergents to routinely wash tableware, surfaces, and

equipment. Detergents can penetrate soil quickly and soften it. Examples include
dishwashing detergent and automatic dishwasher detergents.
2. Solvent cleaners – Use periodically on surfaces where grease has burned on.
Solvent cleaners are often called degreasers.
3. Acid cleaners -- Use periodically on mineral deposits and other soils that
detergents cannot remove. These cleaners are often used to remove scale in
ware washing machines and steam tables.

4. Abrasive cleaners -- Use these cleaners to remove heavy accumulations of soil
that are difficult to remove with detergents. Some abrasive cleaners also disinfect.
Clean food-contact surfaces that are used to prepare potentially hazardous
foods as needed throughout the day but no less than every four hours. If they are
not properly cleaned, food that comes into contact with these surfaces could
become contaminated.
Sanitizing is done using heat, radiation, or chemicals. Heat and chemicals are
commonly used as a method for sanitizing in a restaurant; radiation rarely is. The item
to be sanitized must first be washed properly before it can be properly sanitized. Some
chemical sanitizers, such as chlorine and iodine, react with food and soil and so will
be less effective on a surface that has not been properly cleaned.
Sanitizing Methods
1. Heat. There are three methods of using heat to sanitize surfaces – steam, hot
water, and hot air. Hot water is the most common method used in restaurants.
If hot water is used in the third compartment of a three-compartment sink, it
must be at least 171oF (77oC). If a high-temperature ware washing machine is
used to sanitize cleaned dishes, the final sanitizing rinse must be at least 180oF
(82oC). For stationary rack, single temperature machines, it must be at least
165oF (74oC). Cleaned items must be exposed to these temperatures for at least
30 seconds.
2. Chemicals. Chemicals that are approved sanitizers are chlorine, iodine, and
quaternary ammonium. Different factors influence the effectiveness of
chemical sanitizers. The three factors that must be considered are:
a. Concentration - The presence of too little sanitizer will result in an
inadequate reduction of harmful microorganisms. Too much can be
toxic.
b. Temperature - Generally chemical sanitizers work best in water that is
between 55oF(13oC) and 120oF (49oC).
c. Contact time - In order for the sanitizer to kill harmful microorganisms, the
cleaned item must be in contact with the sanitizer (either heat or
approved chemical) for the recommended length of time.
Sanitizer Testing
Every restaurant must have the appropriate testing kit to measure chemical
sanitizer concentrations. To accurately test the strength of a sanitizing solution, one
must first determine which chemical is being used -- chlorine, iodine, or quaternary
ammonium. Test kits are not interchangeable so check with your chemical supplier to
be certain that you are using the correct kit. The appropriate test kit must then be
used throughout the day to measure chemical sanitizer concentrations.

Advantages and Disadvantages of Different Chemical Sanitizers
Contact
Chemical Concentration Advantage Disadvantage
Time
Chlorine 50 ppm in 7 seconds Effective on a Corrosive, irritating
water between wide variety of to the skin,
75 oF and100oF bacteria; highly effectiveness
effective; not decreases with
affected by hard increasing pH of
water; generally solution;
inexpensive deteriorates
during storage
and when
exposed to light;
dissipates rapidly;
loses activity in the
presence of
organic matter
Iodine 12.5-25 ppm in 30 seconds Forms brown color Effectiveness

water that is at that indicates decreases greatly
least 75oF strength; not with an increase in
affected by hard pH (most active at
water; less pH 3.0; very low
irritating to the skin acting at pH 7.0);
than is chlorine; should not be
and activity not used in water that
lost rapidly in the is at 120oF or
presence of hotter; and might
organic matter. discolor
equipment and
surfaces.
Quaternary Up to 200 ppm 30 seconds Nontoxic, odorless, Slow destruction

Ammonium in water that is colorless, of some
Compounds at least 75oF noncorrosive, microorganisms;
nonirritating; not compatible
stable to heat and with some
relatively stable in detergents and
the presence of hard water
organic matter;
active over a
wide pH range

Cleaning and sanitizing utensils
There are three steps needed to effectively clean and sanitize utensils:
• washing;
• sanitizing; and
• drying.
Utensils such as cutting boards, bowls and knives need to be thoroughly

washed in warm soapy water. After washing, the utensils should look clean and there
should be no food or anything else visible on them. Effective cleaning will remove
most of the dangerous bacteria present. Sanitizing will then kill any that might remain.
A dishwasher is very effective at sanitizing if it has a hot wash and drying cycle.
If you do not have a dishwasher, you will need to sanitize in a sink using a chemical
sanitizer or very hot water. If using a chemical sanitizer such as a sodium hypochlorite–
or quaternary ammonium–based solution, ensure that it can be safely used for
sanitizing eating, drinking and cooking utensils. Follow the instructions on the container
carefully, as different sanitizers work in different ways. If you are using very hot water,
take extra care to avoid being scalded. All utensils must then be thoroughly dried
before they are re-used. Air-drying is best but tea towels can be used if they are clean.
If you are washing up at an event being held outdoors, make sure you have
access to plenty of hot water. If hot water is not available, disposable eating and
drinking utensils should be used and enough cooking utensils provided to last the
duration of the event so that washing up is not necessary.
Cleaning kitchen premises
Cleaning your kitchen regularly is important not only to keep it looking its best,
but also to remove all the germs and bacteria that accumulate regularly in the
kitchen area. There are several surfaces around the kitchen, and by making a
homemade versatile cleaning solution, you can easily clean most of the surfaces with
one basic mixture of household ingredients that are probably already in your kitchen
cupboards.
Things You'll Need

• Broom
• Cleaning rags
• Bucket

Instructions
1. Collect loose dust by sweeping the kitchen floor daily with a broom or static
sweeper and wiping down counter tops, tables and other surfaces with a
cleaning rag. To remove sticky buildup, wipe with a damp cleaning rag and
wipe a damp mop over your kitchen floor.
2. Mix 1-gallon warm water in a bucket with 1/2 cup white vinegar and 1 tsp. dish
soap. Dip your mop into the bucket, wring the mop out and wipe across your
kitchen floors. The diluted vinegar solution makes it safe for any kitchen floor
surface while still strong enough to clean and disinfect. The dish soap assists in
cutting through any food residue that may be on the kitchen floor. Let your
floor air dry after cleaning.
3. Make an all-purpose cleaner in a spray bottle. Combine 3 cups warm water
with ½ cup white vinegar and 1 tsp. dish soap.
4. Spray this solution onto kitchen surfaces and wipe off with a damp cleaning
rag. This works well on any type of kitchen surface including cabinetry, sinks,
tables, counters and any other area that requires cleaning.
5. Fill a few bowls with about 1/2 cup each of baking soda. Place these around
your kitchen to absorb odor and keep the kitchen smelling fresh. Open
windows to let fresh air circulate, which is especially useful when cooking
strong-smelling foods.
How much have you

learned?
Complete the following table

Chemical Advantage Disadvantage
Chlorine 1. 1.
2.
Iodine 1. 1.
2. 2.
Quaternary 1. 1.
Ammonium 2.
Compounds

you learned?
ACTIVITY 1. Which comes first?

Arrange the following steps chronologically. Use A for the first step, B for second and
so on. Write your answer on a separate sheet of paper.
__________ 1. Prepare diluted vinegar solution in a bucket. Dip your mop into the
bucket, wring the mop out and wipe across your kitchen floors.
__________ 2. Spray all-purpose cleaner onto kitchen surfaces and wipe off with
a damp cleaning rag.
__________ 3. Collect loose dust by sweeping the kitchen floor daily with a broom
or static sweeper and wiping down surfaces with a cleaning rag.
__________ 4. Fill a few bowls with about 1/2 cup each of baking soda. Place
these around your kitchen to absorb odor and keep the kitchen
smelling fresh.
__________ 5. Make an all-purpose cleaner in a spray bottle.
ACTIVITY 2. Check Me or Not

Put a check (✓) mark if the statement is correct and an () mark if incorrect. Write
your answer on a separate sheet of paper.
_____ 1.
Utensils need to be thoroughly washed in cold soapy water.
_____ 2.
Follow the instructions on the sanitizer’s container carefully.
_____ 3.
All utensils must then be thoroughly dried before they are re-used.
_____ 4.
Cleaning will remove most of the dangerous bacteria present in the
utensils.
_____ 5. Chemical sanitizer or very hot water were used in absence of dishwasher.

ACTIVITY 3. Venn Diagram
Complete the Venn diagram that depicts the union and intersection of sanitizing and
cleaning.
Sanitizing Cleaning
POST-TEST
Enumerate the following
1–4 Categories of cleaning agents
5–7 Approved chemical sanitizers
8 – 10 Factors influence the effectiveness of chemical sanitizers
11 – 15 Steps in cleaning kitchen premises


LESSON 3
Carry out measurements and

calculations in a required task
LEARNING OUTCOMES
3.1 give the abbreviations and equivalents of

measurements
3.2 measure ingredients according to recipe
requirement
3.3 convert systems of measurement according to
recipe requirement
3.4 perform substitution of ingredients

Content Standard
• The learners demonstrate an understanding performing
mensuration and calculation in cookery
• The learners independently measure and calculate
ingredients in cookery
Materials
• Kitchen tools
• calculator

What you already
know?
mensuration and conversion of ingredients. Answer
Task 1, 2, 3 and take this Pre-test.
TASK 1. What I stand for

Guess what the given abbreviations stand for, write your answer in the opposite side
of the table.
1. C, c
2. g
3. kg
4. L, l
5. lb
6. mL, ml
7. oz
8. pt
9. t, tsp
10. T, TB, Tbl, Tbsp
TASK 2. What’s in your mind?

Write something about the given illustration below.

TASK 3. Let’s convert!
Give the equivalent of the following measurement.
1. 1 cup = __________ T
2. 6 Tbps = __________ cup
3. 1 Tbps = __________teaspoon
4. 1 kilo = __________ lbs
5. 8 cups = __________ quarts
6. 1/8 cup = __________ tablespoon
7. 2 grams = __________ ounces
8. ¾ cup = __________ teaspoon
PRE-TEST
Part 1. Complete the table below.
2 tablespoon (1)
__________ fluid oz 30 ml
1 cup 8 fluid ounces (2)
__________ ml
(3)
__________ oz 220 g 4 inches
2 ½ fluid ounces 85 ml (4)
__________ teaspoon
250 F
o (5)
__________ C 0
Part 2. Fill the blanks with the correct word or group of words that make the
statement complete and correct.
1) Ingredients which measure by volume and by weight demand

_____________________ measuring tools or equipment.
2) Refrigerators are operated by electricity. The unit that does the ___________ is
underneath the box behind the grill.
3) In preparing foods on the range or in the fryer, heat is transferred by
_______________.
4) Brown sugar is _____________ into the measuring cup before leveling off.
5) Spring scales should be adjusted so that pointer is at __________.

What you need to
know?
Information 3.1
Abbreviation guide
1. C, c cup
2. g gram
3. kg kilogram
4. L, l liter
5. lb pound
6. mL, ml milliliter
7. oz ounce
8. pt pint
9. t, tsp teaspoon
10. T, TB, Tbl, Tbsp tablespoon
TABLES OF WEIGHTS AND MEASURE
How to Measure Liquids

CUPS U.S. METRIC
2 tablespoons 1 fluid ounces 30 mL
¼ cup 2 fluid ounces 60 mL
3 fluid ounces 90 mL
½ cup 4 fluid ounces 125 mL
5 ½ fluid ounces 170 mL
¼ cup 6 fluid ounces 185 mL
1 cup 8 fluid ounces 250 mL
2 cups 16 fluid ounces (1 pint) 500 mL
2 ½ cups 20 fluid ounces 625 mL
4 cups 32 fluid ounces (1 quart) 1 liter

HOW TO MEASURE DRY INGREDIENTS
QUICK CONVERSIONS
1/2 oz 15 g ¼ inch 5 mm
1 oz 30 g ½ inch 1 cm
2 oz 60 g ¾ inch 2 cm
3 oz 90 g 1 inch 2.5 cm
4 oz (1/4 lb) 125 g 2 inches 5 cm
5 oz 155 g 2 ½ inches 6 cm
6 oz 185 g 3 ¼ inches 8 cm
7 oz 220 g 4 inches 10 cm
8 oz (1/2 lb) 250 g 5 inches 12 cm
12 oz (3/4 lb) 375 g 9 inches 22 cm
16 oz (1 lb) 500 g 18 inches 46 cm
24 oz (1 ½ lbs) 750 g 20 inches 50 cm
32 oz (2 lbs) 1 kg 24 inches (2 feet) 61 cm
30 inches 77 cm
USING CUPS AND SPOONS

All cup and spoon measurement are level
CUPS SPOONS
¼ cup 2 fluid ounces 60 ml 1/4 teaspoon 1 ml
1/3 cup 2 ½ fluid ounces 85 ml 1/2 teaspoon 2.5 ml
½ cup 4 fluid ounces 125 ml 1 teaspoon 5 ml
1 cup 8 fluid ounces 250ml 1 tablespoon 15 ml
OVEN TEMPERATURES
FAHRENHEIT (˚F) CELCIUS (˚C) TEMPERATURES
250 120 Very Slow
300 150 Slow
325-350 160-180 Moderately Slow
375-400 190-200 Moderate
425-450 220-230 Moderately Hot
475-500 250-260 Hot

TEMPERATURE Formula
Fahrenheit to Celsius Celsius to Fahrenheit
5 9
𝐶 = 9 (𝐹 − 32) 𝐹 = 5 𝐶 + 32
Measuring Ingredients Correctly
Accurate techniques in measuring are as important as the tools for measuring.

Therefore, always observe the following procedures:
• Rice and flour. Fill the cup to overflowing, level-off with a spatula or with a
straightedge knife
• Sifted flour. Most cake recipes call for sifted flour. In this case, sift flour 2 or 3
times. Spoon into the cup overflowing, level off with a spatula.
• Refined sugar. Sift sugar once to take out lumps, if any. Spoon into cup and
level off with a spatula. Do not pack or tap the sugar down.
• Brown sugar. Pack into cup just enough to hold its shape when turned out off
cup. Level off with a spatula before emptying.

• Level a measuring spoon with straight edge of a knife to measure small
amounts of salt, pepper, leavening agents or solid fats.
• Liquid ingredients. liquid measuring cup - a glass or plastic cup with graduated
markings on the side. Place the cup on a flat, level surface. Hold the cup firmly
and pour the desired amount or liquid into the cup. Lean over and view the
liquid at eye level to make sure it is the proper amount.
• Check and calibrate timers/thermometers, scales and

other measuring devices according to manufacturer’s
manual before using.
• Ingredients which measure by volume and by weight demand standardized

measuring tools and equipment.
• Do not shake the dry measuring cup to level of dry ingredients.
• It is easier to weight fat, butter, margarine if bought in pre-measured sticks. If

fat does not come in pre-measured sticks, use a scale to weight the needed
amount.
• Liquids should be poured into cup in desired level. Cup should stand on a flat
surface.
• Spring scales should be adjusted so that pointer is at zero (0). Place pan, bowl,
or piece of waxed paper on scale to hold ingredients to be measured.
• Ranges, sometimes called stoves, provide heat for cooking on top and in the
oven. The controls for range heat must be accurate and easy to operate. Tools
and utensils needed for cooking on the range and work space should be within
easy reach.
• Learn to match the size of pan to the size of the unit and to select the right
amount of heat for the cooking job to be done.
• In microwave cooking, time schedules must be followed exactly because

every second is important. The microwaves shut off automatically when the
door is opened.
• Refrigerators are operated by electricity. The unit that does the cooling is

• Dishwashers are a great help if food is rinsed from dishes before stacking them.
Follow the plan for stacking as suggested in the direction by manufacturer’s
manual.
• Mixers are the most useful machines in commercial kitchens and even at home.
It is good for making salad dressings, sandwich fillings, for sauces, mashing
potatoes, beat batter and eggs. Attachments are also available to chop,
whip, squeeze out juice, and make purees.
• Coffee makers mostly are automatic, requiring only the measurement of

coffee and water.
• In preparing foods on the range or in the fryer, heat is transferred by

conduction.
Ingredient equivalents
Ingredient Amount Substitutions
Allspice 1 tsp - 1/2 tsp cinnamon plus 1/2 tsp ground cloves.
Apple pie spice 1 tsp - 1/2 tsp cinnamon, 1/4 tsp nutmeg, and 1/8 tsp
cardamom.
Arrowroot, as 1 Tbsp - 2 Tbsp all-purpose flour.
Thickener - 1 Tbsp cornstarch.
Baking powder, 1 tsp - 1/4 tsp baking soda, 1/2 tsp cream of tartar and
double acting 1/4 tsp cornstarch;
- 1/4 tsp baking soda plus 5/8 tsp cream of tartar;
- 1/4 tsp baking soda plus 1/2 cup buttermilk, sour
- milk or yogurt (decrease liquid in recipe by ½
cup);
- 1/4 tsp baking soda, 1/2 Tbsp vinegar or lemon
- juice plus sweet milk to make 1/2 cup (decrease
liquid in recipe by 1/2 cup);
- 1/4 tsp baking soda plus 1/4 cup molasses
- (decrease liquid in recipe by 1-2 Tbsp);
- 1 1/2 tsp phosphate or tartrate baking powder.
Bay leaf, crushed 1 tsp - 1 whole bay leaf.
Brandy 1/4 cup - 1 tsp brandy extract plus enough water or liquid
called for in recipe to make 1/4 cup.
Bread crumbs 1/4 - 1/3 - 1 slice bread;
Dry cup - 1/4 cup cracker crumbs;
- 2/3 cup rolled oats;
Broth, beef or 1 cup - 1 bouillon cube, 1 tsp (1 envelope) powdered
Chicken broth base or 1 tsp instant granules dissolved in
1 cup water.
Butter 1 cup - 1 cup margarine;
- 7/8 to 1 cup hydrogenated shortening plus 1/2
tsp salt;
- 7/8 cup lard plus 1/2 tsp salt;
- 7/8 cup oil plus 1/2 tsp salt.
Catsup 1 cup - 1 cup tomato sauce plus 1/2 cup sugar and 2
Tbsp vinegar (for use in cooking).
Chili Sauce 1 cup - 1 cup tomato sauce, 1/4 cup brown sugar, 2
Tbsp vinegar, 1/4 tsp cinnamon, and dash of
ground cloves and allspice.
Chives, finely 1 Tbsp - 1 Tbsp green onion tops, finely chopped.

Chopped
Chocolate, 1 oz - 3 Tbsp cocoa plus 1 Tbsp butter or fat;
Unsweetened - 3 Tbsp carob powder plus 2 Tbsp water.
Semisweet 1-2/3 oz - 1 oz unsweetened chocolate plus 4 tsp sugar.
Chocolate chips, 6 oz pkg - 2 squares (2 oz) unsweetened chocolate, 2 Tbsp
semisweet, (2/3 cup) shortening and 1/2 cup sugar melted (2/3 cup).
melted
Coconut, 1 Tbsp - 1 1/2 tbsp fresh coconut, grated.
grated, dry
Coconut milk 1 cup - 1 cup milk.
Coconut cream 1 cup - 1 cup cream.
Cornstarch 1 Tbsp - 2 Tbsp all-purpose flour;
- 2 Tbsp granular tapioca;
- 1 Tbsp arrowroot.
Corn syrup 1 cup - 1 cup granulated sugar plus 1/4 cup water or
other liquid called for in recipe;
- 1 cup honey.
Cracker crumbs 3/4 cup - 1 cup dry bread crumbs.
Cream: 1 cup - 1 1/2 Tbsp butter plus 7/8 cup milk;
• half & half - 1/2 cup coffee cream plus 1/2 cup milk;
(10-12% fat) - 1 cup evaporated milk, undiluted.
• coffee (20% 1 cup - 3 Tbsp butter plus 7/8 cup milk.
fat)
• heavy (36- 1 cup - 1/3 cup butter plus 3/4 cup milk (for baking only,
40% fat) will not whip).
• sour 1 cup - 7/8 cup buttermilk or sour milk;
- 1 cup yogurt;
- 1 1/8 cup powdered nonfat dry milk, 1/2 cup
warm water and 1 Tbsp vinegar (mixture will
thicken in refrigerator in a few hours);
- 1 cup evaporated milk plus 1 Tbsp vinegar
(allow to stand 5 minutes before using);
- 1/3 cup buttermilk, 1 Tbsp lemon juice, and 1
cup smooth cottage cheese blended together;
- 7/8 cup milk, 1 Tbsp lemon juice, and 2 Tbsp
butter or margarine.
• whipped 2 cups - 1 cup chilled evaporated milk plus 1/2 tsp
cream lemon juice, whipped until stiff.
Cream of tartar 1/2 tsp - 1 1/2 tsp lemon juice or vinegar.
Dill, fresh 1 head - 1 tsp dill seed.

Eggs 1 egg - 2 1/2 Tbsp dried, sifted eggs plus 2 1/2 Tbsp
• whole, large (3 1/3 water;
Tbsp) - 3 1/3 Tbsp frozen egg yolks, thawed;
- 1/2 tsp baking powder, 1 Tbsp vinegar and 1
Tbsp liquid (in baking);
- 1 egg in every 3 can be replaced with 1 Tbsp
cornstarch in baking;
- Soften 1 Tbsp unflavored gelatin in 3 Tbsp cold
water, add 3 tsp boiling water, cool and beat
until frothy, add to recipe (reduce other liquid
by 2 Tbsp);
- 1/4 cup commercial egg substitute.
• whites 1 egg - 2 tsp dried egg white plus 2 Tbsp water;
white - 2 Tbsp frozen egg whites, thawed.
(2 Tbsp)
• yolks 1 egg yolk - 2 Tbsp dried egg yolks plus 2 tsp water;
(1 1/3 - 4 tsp frozen egg yolks, thawed.
Tbsp)
Flour 1 cup - 7/8 cup all-purpose or bread flour.
• pastry
• cake 1 cup - 7/8 cup all-purpose flour (1 cup less 2 Tbsp).
• white, all 1 Tbsp - 1/2 Tbsp cornstarch, potato starch, rice starch
purpose for or arrowroot;
thickening - 1 Tbsp quick-cooking tapioca;
- 1 Tbsp waxy rice or corn flour;
- 2 Tbsp granular cereal;
- 2 Tbsp browned flour;
- 1 1/2 Tbsp whole wheat flour.
• white, all 1 cup - 1 1/2 cups bread crumbs;
purpose for - 1 1/8 cups cake flour (1 cup plus 2 Tbsp);
baking - 7/8 to 1 cup corn meal;
- 1/2 cup cornstarch plus 1/2 cup rye, potato or
Note: Specialty rice flour (sift together 6 times, use with 2 tsp
flours added to baking powder per cup in quick breads as
yeast bread wheat flour allergy substitute);
recipes will result - 13/16 cup gluten flour (1 cup less 3 Tbsp);
in a reduced - 5/8 cup potato flour;
volume and - 7/8 cup rice flour;
heavier product. - 1 1/3 cups rolled oats;
- 1 1/4 cups rye flour;
- 1/8 cup soy, cottonseed, peanut or carob flour
plus 7/8 cup all-purpose flour;
- 1/3 cup wheat germ plus 2/3 cup all-purpose
flour
- 1 cup minus 1 Tbsp whole wheat flour.
• white, all 1 cup - 1 cup all-purpose flour plus 1 1/4 tsp baking
purpose, self- powder and 1/4 tsp salt.
rising

Garlic 1 clove, - 1/8 tsp garlic powder or instant minced garlic;
small - 1/2-1 tsp garlic salt (reduce amount salt called
for in recipe).
Gelatin, flavored 3-oz - 1 Tbsp plain gelatin plus 2 cups fruit juice.
package
Ginger, candied 1 Tbsp - 1/8 tsp powdered ginger.
or Raw
Herbs, fresh 1 Tbsp - 1 tsp dried herbs.
Honey 1 cup - 1 1/4 cup sugar plus 1/4 cup liquid (use liquid
called for in recipe).
Horseradish, 1 Tbsp - 2 Tbsp bottled horseradish.
grated fresh
Italian seasoning 1 tsp - 1/4 tsp basil, 2/3 tsp dried parsley, and pinch
oregano.
Lemon 1 lemon - 1 to 3 Tbsp juice, plus 2 to 2 1/2 tsp grated rind.
• whole
• juice 1 tsp - 1/2 tsp vinegar.
• grated rind or 1 tsp - 1/2 tsp lemon extract.
peel
Lemon grass 1 Tbsp - 1 Tbsp lemon peel.
Maple sugar, 1 Tbsp - 1 Tbsp white sugar;
grated 1/2 cup - 1 cup maple syrup (decrease liquid by 1/2 cup).
Maple syrup about 2 - Combine 2 cups sugar and 1 cup water, bring
cups to clear boil; take off heat; add 1/2 tsp maple
flavoring.
Marshmallows, 1 cup - 10 large marshmallows.
Miniature
Mayonnaise (for 1 cup - 1 cup yogurt, sour cream or cottage cheese
use in salads and pureed in blender (use for all or part of
salad dressings) mayonnaise called for in recipe).
Milk 1 cup - 1 cup minus 1 Tbsp sweet milk, plus 1 Tbsp
• buttermilk or vinegar or lemon juice; let stand 5 minutes;
sour - 1 cup sweet milk plus 1 1/4-1 3/4 tsp cream of
tartar;
- 1 cup yogurt (plain).
• skim 1 cup - 1/3 cup instant nonfat dry milk plus 7/8 cup
water.
• Whole 1 cup - 1/2 cup evaporated milk plus 1/2 cup water;
- 1 cup skim, 2% or reconstituted dry milk;
- 1 cup soy or almond milk;
- 1 cup fruit juice or potato water in baking;
- 1 cup water plus 1 1/2 tsp butter in baking;
- 1 cup buttermilk plus 1/2 tsp baking soda
(decrease baking powder by 2 tsp).
• Sweetened 1 cup - Combine 1 cup plus 2 Tbsp dry milk with 1/2 cup
condensed warm water and 3/4 cup sugar, mix well, may
set pan in bowl of hot water to dissolve sugar.
Mint leaves, fresh 1/4 cup - 1 Tbsp dried mint leaves.
Chopped

Molasses 1 cup - 3/4 cup sugar, increase liquid by 5 Tbsp,
decrease baking soda by 1/2 tsp, add 2 tsp
baking powder;
- 3/4 cup sugar plus 1 1/4 tsp cream of tartar,
increase liquid in recipe by 5 Tbsp.
Mushrooms, fresh 1 lb - 3 oz dried plus 1 1/2 cups water;
- 1 8-oz can, drained weight.
Mustard, dry 1 tsp - 1 Tbsp prepared mustard;
- 1/2 tsp mustard seeds.
Nuts 1 cup - 1 cup rolled oats, browned (in baked products).
Oil (for sautéing) 1/4 cup - 1/4 cup melted margarine, butter, bacon
drippings, shortening or lard.
Onion 1 small - 1/4 cup chopped, fresh onion;
- 1 1/3 tsp onion salt;
- 1 to 2 Tbsp instant minced onion;
- 1 tsp onion powder.
Onion powder 1 tsp - 1/4 cup fresh onion, chopped.

Orange 1 medium - 6 to 8 Tbsp juice; 3/4 cup diced; 2 to 3 Tbsp
grated rind.
Orange peel, 1 Tbsp - 2 or 3 Tbsp grated fresh orange peel (peel of
dried medium orange).
Parsley, fresh 1 Tbsp - 1 tsp parsley flakes.
Pepper, white 1 tsp - 1 tsp black pepper.
Peppers, green 1 Tbsp - 3 Tbsp fresh bell pepper, dried chopped.
or red bell, dried
Pimento 2 Tbsp, - 3 Tbsp fresh red bell pepper;
Chopped - 1 Tbsp dried red pepper, rehydrated.
Pumpkin pie 1 tsp - 1/2 tsp cinnamon, 1/4 tsp ginger, 1/8 tsp allspice
spice and 1/8 tsp nutmeg.
Rennet 1 tablet - 1 Tbsp liquid rennet.
Rice 1 cup - 1 cup converted, regular brown or wild rice,
cooked cooked.
- 1 cup bulgur or pearl barley, cooked.
Rum 1/4 cup - 1 Tbsp rum extract plus enough liquid to make
¼ cup.
Shortening, 1 cup - 1 cup cooking oil.
melted
Shortening, solid 1 cup - 1 cup minus 2 Tbsp lard;
- 1 cup butter or margarine (decrease salt in
recipe by 1/2 tsp).
Sugar 1 cup - 1 cup granulated sugar;
• brown - 1 cup granulated sugar plus 1/4 cup
unsculptured molasses;
- 1/2 cup liquid brown sugar.
• confectioners 1 cup - 3/4 cup granulated sugar (for uses other than
or powdered baking).

• Granulated 1 cup - 1 cup firmly packed brown sugar;
- 1 1/3 cup confectioners sugar (for uses other
than baking);
- 1 cup corn syrup, reduce other liquid by 1/4 cup
(never replace more than 1/2 of sugar called for
in recipe with corn syrup);
- 13/16 cup honey (1 cup less 3 Tbsp); reduce
liquid in recipe by 3 Tbsp for every cup of honey
added; add a pinch of baking soda to
neutralize acidity;
- 3/4 to 1 cup maple syrup minus 3 Tbsp other
liquid;
- 1 cup molasses or sorghum plus 1/2 tsp baking
soda; omit or decrease baking powder by 1 tsp;
reduce other liquid by 6 Tbsp;
- 1 cup raw sugar.
• Noncaloric 1/8 tsp - 1 tsp granulated sugar;
solution 2 Tbsp - 1 cup granulated sugar.
• Noncaloric 1/4 tsp - 1 tsp granulated sugar;
grains 1/4 cup - 1 cup granulated sugar.
Tapioca, quick 1 1/2-2 - 4 Tbsp pearl tapioca, soaked.
cooking Tbsp
quick-cooking 1 Tbsp - 1 Tbsp flour.
for thickening
Tomatoes, fresh 2 cups, - 1 16-oz can, drained.
Chopped
Tomatoes, 1 cup - 1/2 cup tomato sauce plus 1/2 cup water.
packed
Tomatoes, 1 cup - 1 1/3 cups diced tomatoes simmered 10
canned minutes.
Tomato juice 1 cup - 1/2 cup tomato sauce plus 1/2 cup water.

How much have you
learned?
Analogy
Answer the following. Write your answer on the space provided.
1. ¼ cup: 60 ml :: 1/3 cup: __________ ml

2. 1 oz: 30 g :: 1 ½ oz: __________ g
3. ¼ inch: 5mm :: ¾ inch: __________ mm
4. 1 teaspoon: 5 ml :: ¼ teaspoon: __________ ml
5. 250oF: 120oC :: 125oF: __________ oC

you learned?
ACTIVITY 1. Read, Comprehend, Compute and answer

Measuring ingredients accurately is very important in cooking and baking. It is
easier to add on a recipe rather to lessen them. Most people do measure, and if they
don’t it is because they have been cooking for a long time. This is the reason why we
do measurements in cooking especially to the beginners in the kitchen.
Direction: Match Column A with Column B. Which can be a substitution if the given
ingredients in Column A is not available.
_________ 1. 1 cup butter a. 1 cup ground oats

_________ 2. 1 cup coconut milk b. 1 cup honey
_________ 3. 1 cup bread crumbs c. 7/8 cup vegetable oil
_________ 4. 1 cup corn syrup d. 1 cup margarine
_________ 5. 1 cup lard e. 1 cup milk

POST-TEST
Part 1. Complete the table below.
2 tablespoon (1)
__________ fluid oz 30 ml
1 cup 8 fluid ounces (2)
__________ ml
(3)
__________ oz 220 g 4 inches
2 ½ fluid ounces 85 ml (4)
__________ teaspoon
250 F
o (5)
__________ C 0
Part 2. Fill the blanks with the correct word or group of words that make the
statement complete and correct.
1) Ingredients which measure by volume and by weight demand

_____________________ measuring tools or equipment.
2) Refrigerators are operated by electricity. The unit that does the ___________ is
3) In preparing foods on the range or in the fryer, heat is transferred by
_______________.
4) Brown sugar is _____________ into the measuring cup before leveling off.
5) Spring scales should be adjusted so that pointer is at __________.


LESSON 4
Calculate cost of production
LEARNING OUTCOMES
4.1 discuss principles of costing
4.2 compute cost of production

Content Standard
• The learners demonstrate an understanding performing
mensuration and calculation in cookery
• The learners independently measure and calculate
ingredients in cookery
Materials
• Purchasing cost of the item

• Selling cost of the item
• Calculator

What you already
know?
computing cost of production. Answer Task 1 and
take this Pre-test.
TASK 1
Direction: Look at the table, compare the amount of purchase cost to selling price.
Write P-profit, L-Loss, and NP- no profit base on the Purchase Cost and Selling price.
Item Purchase Cost Selling price Answer
1. banana 10.00 13.00
2. apple 20.00 20.00
3. avocado 14.00 10.00
4. strawberry 12.00 15.00
5. mango 25.00 20.00
PRE-TEST
A. Choose the letter of the correct answer.
1. It is the difference between how much an item costs you, and how much you
sell that item for-it's your profit per item.
a. Percentage Markup c. Multiplication
b. Markup d. Selling Price
2. The amount of an item when you sell it.
a. Addition c. Multiplication
b. Percentage Markup d. Selling Price
3. This is done by dividing the peso markup by the cost.
b. Buying Price d. Selling Price
4. The amount of item when you bought it.
a. Percentage Markup c. Buying Price
b. Selling Price d. Addition
5. The operation that you will use to get the Peso Markup.
a. Subtraction c. Multiplication
b. Addition d. Division

B. Arrange the following in order. Fill in the blank with letters A–E.
_______ 6. Decide whether you want to calculate your percentage markup
based on cost or selling price.
_______ 7. Make sure you consistently use either cost of the product or selling
price to find the percent markup on an item.
_______ 8. Calculate your percent markup based on selling price. This is done
by dividing the peso markup by the selling price.
_______ 9. Calculate percent markup based on cost. This is done by
dividing the peso markup by the cost.
_______ 10. Calculate your peso markup. This is done by subtracting your
buying price from your selling price.
What you need to

know?
Information 1.1
Markup is the difference between how much an item costs you, and how much
you sell that item for--it's your profit per item. Any person working in business or retail
will find the skill of being able to calculate markup percentage very valuable.
How to Calculate Markup Percentage
1. Calculate your peso markup. This is done by subtracting your buying price from
your selling price.
Selling price 15.00
Purchase cost/buying price - 10.00
Peso markup 5.00

2. Decide whether you want to calculate your percentage markup based on
cost or selling price. Once you choose which you will be using to calculate, it is
important you stick to the method you choose throughout all your calculations,
or you will end up with faulty data.
*If you decide to calculate your percent markup based

on cost, go on to Step 3.
*If you decide to calculate your percent markup based

on selling price, go on to Step 4.
3. Calculate percent markup based on cost. This is done by dividing the peso
markup by the cost.
Peso markup 5.00
Purchase cost/buying price ÷ 10.00
Percentage mark up 0.5 or 50%
4. Calculate your percent markup based on selling price. This is done by dividing
the peso markup by the selling price.
Peso markup 5.00
Selling price ÷ 15.00
Percentage mark up 0.33 or 33%
5. Make sure you consistently use either cost of the product or selling price to find
the percent markup on an item.
Even though the cost, selling price, and peso markup will always be the
same, the percentage markup will be drastically different depending on if you
calculate it using selling price or cost.
Using selling price will give you a lower percentage markup (assuming
you are making a profit), while using cost will give you a higher percentage
markup.

How much have you
learned?
Complete the table.
Purchase Selling Peso Percentage
Items
cost/buying price Price Markup Markup
Mango 20.00 23.00
Banana 10.00 5.00
Orange 16.00 18.00
Apple 20.00 24.00
Avocado 16.00 6.00

you learned?
ACITIVITY 1
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. Use the formula below.
Total Cost Peso Selling Price

Item Unit cost
mark-up per serving
2 K chicken 145.00/kilo
50.00/kilo
1 head of garlic
20pcs/kilo
17.00/bottle
4 Tbsp soy sauce
Approx. 32T
1 tsp ground black 1.00/ small pack
pepper ½ t/pack
15.00/bottle
1/2 cup vinegar
Approx. 2 C/bottle
40.00/bottle
2 Tbsp cooking oil
Approx. 32T
TOTAL

Selling price = Total cost + Peso mark-up
No. of yield
Activity 2
Follow the procedures
1. Buy a pack of candy, biscuit, or any food products
2. Compute and sell it. Calculate your Peso Markup and Calculate Percent
markup based on cost.
3. Take a photo or video of yourself while doing it. And send it to your TLE teacher.
Purchase cost/buying Selling Percentage

Items Peso Markup
price Price Markup
ACTIVITY 3
Direction: Analyze the table and write the missing number.
Purchase
Selling Peso Percentage
Items cost/buying
Price Markup Markup
price
Puto 10.00 15.00 50%
Banana cue 20.00 25.00
Ensaymada 8.00 10.00 2.00
Leche plan 50.00 55.00
Suman 7.00 10.00
POST-TEST
A. Choose the letter of the correct answer.
1. It is the difference between how much an item costs you, and how much you
sell that item for-it's your profit per item.
b. Markup d. Selling Price
2. The amount of an item when you sell it.
a. Addition c. Multiplication
b. Percentage Markup d. Selling Price
3. This is done by dividing the peso markup by the cost.
b. Buying Price d. Selling Price

4. The amount of item when you bought it.
a. Percentage Markup c. Buying Price
b. Selling Price d. Addition
5. The operation that you will use to get the Peso Markup.
a. Subtraction c. Multiplication
b. Addition d. Division
B. Arrange the following in order. Fill in the blank with letters A–E.
_______ 6. Decide whether you want to calculate your percentage markup
based on cost or selling price.
_______ 7. Make sure you consistently use either cost of the product or selling
price to find the percent markup on an item.
_______ 8. Calculate your percent markup based on selling price. This is done
by dividing the peso markup by the selling price.
_______ 9. Calculate percent markup based on cost. This is done by
dividing the peso markup by the cost.
_______ 10. Calculate your peso markup. This is done by subtracting your
buying price from your selling price.


LESSON 5
Importance of Occupational Health

and Safety Procedures
LEARNING OUTCOMES
5.1 recognize the importance of OSH

Definition of Terms
Occupational Health and Safety (OHS) is a cross-disciplinary area concerned with

protecting the safety and health and welfare of people.
Hazard is a term used to describe something that has the potential to cause harm.
Risk is the chance or probability that a person will be harmed or experience an

adverse health effect caused by a hazard.
Safety is the condition of being protected from or unlikely to cause danger, risk, or
injury.
Health is the state of being free from illness or injury.
Bacteria are simple and single-celled microorganisms.
Electroshock is caused by touching an exposed electrical wire or a piece of

electrical equipment which is not grounded properly.
Force Majeure is a calamity caused by nature e.g. storm, flood, earthquake.
Grounded means that the electrical conductor is connected to the ground, which
becomes part of the electrical circuit.
Microorganisms are living cells so small that they can only be seen in a
microscope. They are commonly found to contaminate food – bacteria, molds,
and yeast.
Molds are also a microorganism, that has “furry” growth often found on spoiled
food.
Sanitation refers to the science and practice of maintaining clean and healthy
conditions of food production so that the food served to customers cannot make
him ill.
Toxin is a poisonous substance that makes you sick.

Content Standard
• The learners demonstrate an understanding the practice
of occupational health and safety
• The learners independently practice occupational
health and safety
Materials
• Mask
• Gloves
• Goggles
• Hair Net/cap/bonnet
• Face mask/shield
• Earmuffs
• Apron/Gown/coverall/jumpsuit

What you already
know?
occupational health and safety procedures. Answer
Task 1, 2 and take this Pre-test.
TASK 1. Story reading. Kind read the story.
Chestnuts bursting on an open fire
About 10 years ago I was cooking a wonderful thanksgiving dinner with

family and friends. After supper, we eat to view a family movie. I put some
chestnuts to roast in the oven. All of a sudden there was a loud noise like
firecrackers coming from the kitchen. Glenda, a friend of ours, opened
the oven door and the chestnuts were flying out of the oven all over the
place. Everyone ran off for cover.
Answer the following question.
Why do we need to keep focus while we are preparing food?
TASK 2. Identify the images whether it is organized or not organized.
1 2 3
4 5 6

7 8 9
10 11 12
13 14 15
PRE-TEST
Direction: Read carefully the following statements. Choose the letter that corresponds
to your best answer.
1. It is a cross-disciplinary area concerned with protecting the safety and health

and welfare of people.
a. HOS b. OHS
c. SOH d. SHO
2. It refers to the science and practice of maintaining clean and healthy

conditions of food production so that the food served to customers cannot
make him ill.
a. Maintenance b. Sanitation
c. Waitering d. Customer Service
3. It is a term used to describe something that has the potential to cause harm.
a. Risk b. Health
c. Safety d. Hazard

4. This type of hazard includes substances in food that can cause a dangerous
reaction.
a. Fire hazard b. Ergonomic hazard
c. Chemical hazard d. Biological Hazard
5. This type of hazard is characterized by the contamination of food by

microorganisms
6. These are the responsibilities of a food establishment owner or worker EXCEPT

a. Protecting your property from b. Protecting your property from
fire crime
c. Protecting your staff and d. Protecting your competitor
visitors from accidents
7. These are the common problems in commercial kitchen EXCEPT

a. Electrically operated kitchen b. Coal Operated Kitchen
equipment Equipment
c. Water Operated Kitchen d. LPG Operated Kitchen
Equipment Equipment
8. It refers to workplace conditions that pose the risk of injury to the worker’s
musculoskeletal system.
9. According to experts, it is the most common and can be found in almost every
kitchen.
10. These are microorganisms that have “furry” growth often found on spoiled
food.
a. Yeast b. Molds
c. Salmonella d. Bacteria

What you need to
know?
Information 1.1
TYPES OF HAZARDS
➢ Chemical hazards include substances in food that can cause a dangerous

reaction.
➢ Biological hazards are characterized by the contamination of food by

microorganisms. Found in the air, food, water, animals, and in the human body,
these incredibly tiny organisms are not inherently unsafe – many provide
benefits to our anatomy. Despite this, foodborne illness can occur if harmful
microorganisms make their way into the food we eat. There are several types
of microorganisms, each of which can negatively impact health: bacteria,
viruses, and parasites.
➢ According to experts, fire hazards are very common and can be found in
almost every kitchen. Grease, grease traps, electrical wiring, clutter and
storage boxes, open flames, clothing, and too many cooks in the kitchen are
the most common cause of fire in the kitchen.
➢ Ergonomic hazards refer to workplace conditions that pose the risk of injury to
the worker’s musculoskeletal system.
Musculoskeletal injuries, also referred to as repetitive strain injury, may involve

any or all of the following:
o muscles, tendons and tendon sheaths,
o nerves,
o blood vessels,
o joints,
o spinal discs,
o or ligaments
Ergonomic hazards include repetitive movements, vibration, temperature

extremes, and awkward postures that arise from improper work methods and
improperly designed workstations, tools, and equipment.

Ergonomics also includes health and safety concerns when employees work
shifts and extended workdays.
➢ Safety hazards refer to inadequate and insufficient machine guards, unsafe

workplace conditions, and unsafe work practices.
Commonly Encountered Maintenance Problems in Commercial Kitchens
The kitchen is the production of any organization whether is it a hotel, restaurant,

banquet, or any other business outlet like fast food or roadside eateries. These kitchens
consist of mostly white powder-coated metallic false ceilings stainless steel kitchen
types of equipment and Kota stone flooring. In some kitchen, we may find aluminum,
steel false ceiling. The light fittings are recessed in a false ceiling and have Perspex
cover over the fluorescent tubes to avoid any glass breakage falling items. The kitchen
equipment is operated with:
▪ Electrically operated kitchen equipment:

▪ LPG Operated Kitchen Equipment:
▪ Water Operated Kitchen Equipment:
Electrical Hazards – Potential Hazard

Workers in restaurants are exposed to shocks and electrical hazards from:
o Worn electric cords or improperly used or damaged extension cords
o Improperly wired or ungrounded outlets
o Faulty equipment and wiring
o Damaged receptacles and connectors
o Wet clean-up processes
o Unsafe work practices
The equipment like cooking ranges, Chinese cooking range, griddle plate, oven, and
bakery oven is operated on LPG. The tandoors in the kitchen are operated with coal.
The dishwasher sink, countersink, and bain-marie, etc. Need cold water and hot water
for their use. We face many problems in these commercial kitchens on a day to day
use and these are listed below:
Electrically operated kitchen equipment
✓ Tripping of miniature circuit breakers because of wrong selection in terms of

capacity, short-circuiting, etc.
✓ Overloading of a circuit by using high rated kitchen equipment in less rated
M.C.B.

✓ Failure of insulation of P.V.C. wires dues to overheating of circuit or
continuous use of Electrical Equipment.
✓ Short-circuiting of air heaters being used in Hot cases and service counters
for continuously long hours usage.
✓ Burning of Immersion heaters of Bain-marie when sufficient water quality is
not available in the Bain Marie.
✓ Short-circuiting of electrical wiring by putting water on electrical switches
while cleaning the kitchen during night hours by an unskilled worker.
✓ Damaging the immersion heaters o tea/coffee boilers and milk boilers by
not monitoring the quantity of water in tea boiler and that of milk in the milk
boiler.
LPG Operated Kitchen Equipment
✓ The cooking ranges are operated on LPG and if LPG supply is not
maintained properly, it may cause the problem of fire in the kitchen
✓ The hoods over the ranges should have filters to control oil and grease,
otherwise, the smoke carried along with oil and grease shall cause problems
of fire is exhaust chimney.
✓ Smoke created by continuous use of LPG in a commercial kitchen
✓ The LPG operated equipment have burners which need to be cleaned
regularly to avoid mishaps
✓ The oil, grease used in cooking and production of food items to be handled
properly otherwise spillage over LPG operated equipment can cause a
problem of fire
Water Operated Kitchen Equipment
✓ Dishwashing machines need electricity and water. As the water mixes with
chemicals used for cleaning the plates, glasses, etc. the water and
chemicals create mishaps and hazards
Responsibilities of an owner or a worker in a food establishment
Protecting your property from fire
✓ Ensure that cooking ranges, boilers, and deep-fat fryers are fitted with
thermostats or emergency cutoff valves to turn off the fuel supply should a
fire break out
✓ Ensure that filters are removed and de-greased frequently to prevent a
build-up of greasy deposits

✓ Store all combustible materials away from buildings or perimeter fencing –
preferably inside locked waste bins or lidded skips. Ensure they are emptied
regularly. If no suitable outside location is available, use a secure internal
storage area
✓ Be vigilant when you open and close the premises each day – look for signs
of potential trouble e.g. graffiti or damage to fences – remove graffiti and
repair any damage immediately to deter further damage occurring
❖ Electrical faults
➢ Frequent visual inspections of all portable electrical items and
fixed electrical wiring
➢ Regular maintenance of these items by an authorized
agency or licensed electrician may be recorded and
monitored
❖ Smoking
➢ Ideally, smoking should be prohibited throughout the premises
➢ Ensure smoking is restricted to a designated area that is kept
free of combustible items such as paper, curtains, flammable
liquids
Protecting your property from natural hazards
✓ Flood
❖ check with the Local Authority whether the property is in a flood risk
area.
❖ Prepare a flood plan for your business detailing the actions you will
need to take to minimize damage and disruption.
✓ Water Escape
❖ Get dripping taps repaired as they can cause damages
❖ Ensure pipes are properly lagged using suitable insulation material
❖ If your premises are likely to be unoccupied for a longer period e.g.
over Christmas and New Year, turn the water off at the stopcock and
drain the system if possible
✓ Storm Damage
❖ Making sure your premises are in a good state of repair, it will
minimize the chance of storm damage - check the building regularly
(walls, roof, and any outbuildings) and ensure any problems you find
are repaired promptly
❖ Check at least once a year that roof gutters, down-pipes, and
drainage gullies are clear and unobstructed and kept free of leaves
and vegetation.

Protecting your property from crime
✓ Burglary
❖ Locks on external doors should carry standards and high-quality
materials
❖ Closed Circuit Television (CCTV) can help deter and capture
evidence of robbery
❖ All accessible opening windows should be fitted with key-operated
locks – but protect secluded windows and roof-lights with steel bars,
grilles or shutters. Consider fitting shop-fronts with grilles or shutters to
deter smash and grab raiders
❖ Fitting an Intruder Alarm system which will act as a deterrent and limit
the time an intruder will have on your premises. Any alarm system
should be fitted and maintained
❖ When your premises are closed, lock away portable electronic
equipment e.g. laptop computers in a secure cabinet.
❖ Consider fitting access control locks on entrance doors to prevent
intimidation or robbery
✓ Theft of money
❖ Keep as little cash on the premises as possible and keep it out of
public view
❖ Where possible, cash should not be left on the premises outside
business hours
❖ Empty the cash register over-night and leave the drawer open as this
often deters thieves
Protecting your staff and visitors from accidents
✓ Slips, Trips, and Falls

❖ Keeping the premises clean, tidy, congestion-free and well-lit will go
a long way to preventing most of this type of accident
❖ Clear up spillage promptly and post warning notices
❖ Repair or replace damaged floor coverings immediately – especially
on stairways and areas where the public have access
❖ Keep a marked first-aid kit available at all times
✓ Electricity
❖ Ensure electrical equipment is only used for the purpose for which it
was designed
❖ Use a qualified electrician for electrical installation work and for
regular testing of portable electrical items to ensure they are in good
working order

✓ Fire safety
❖ Ensure you have signed and unobstructed escape routes and that
your staff are aware of the evacuation procedure. Arrange regular
practices to reinforce this
❖ Ensure that you make a specific member of your staff responsible for
customers’ and visitors’ safety in the event of an emergency
evacuation of the premises
✓ Manual handling/lifting
❖ If loads must be manually lifted, ensure they are carried by at least
two people and that training in lifting techniques is provided
❖ Provide mechanical equipment e.g. trolleys to assist staff in
unloading and moving deliveries. Also, ensure deliveries are as close
as possible to the location where they will be stored or used.
✓ Accident reporting and investigation
❖ Make sure that all accidents and incidents are recorded and
investigated as lessons can be learned to prevent them in the future.
As long as the recording method is accessible and secure it will be
accepted – computer records are fine
Legislation that may affect your business
✓ Follow the legislation about Fire Safety, Food Hygiene, and Electricity
✓ regulations from other regulatory board like Food and Drug Administration
(FDA) particularly on manufacturing, packaging and storing food
✓ Be aware and knowledgeable.
Control Hazards and Risks in the Workplace
Use caution when working around hot oil.

Get trained in the proper use and maintenance of your deep fryer.
Observe all safety procedures and wear all protective equipment provided for
your use while preparing hot items
Use gloves and scrapers and other cleaning tools with handles provided by
your employer.
Use the correct grease level and cooking temperatures for your deep fryer.
Keep stove surfaces clean to prevent grease flare-ups.
Avoid reaching over or climbing on top of fryers and other hot surfaces. Clean
vents when oil is cool.
Keep floor surfaces clean and dry to prevent slipping or falling onto hot
surfaces. Wear slip-resistant shoes. Floors should be cleaned often with grease-
cutting solutions.
Do not work closely with hot fryers when the floor is wet.
Do not spill water or ice into the oil. Do not store employee drinks by deep fryers.
They could be easily bumped into the hot oil and cause a flare-up.

Do not overfill or pour excessive amounts of frozen fries into a deep fryer at one
time. Overfilling causes excessive splashing and bubbling over of hot oil.
Do not pour excess ice from fry packages into the fryer.
Do not overheat the oil; use only the manufacturer's recommended cooking
temperatures.
Do not move or strain hot oil containers; wait until the oil is cool!
Do not store oil on floors by grill area. Someone could slip and fall into the oil.
Extinguish hot oil/grease fires by using a class K fire extinguisher.
Do not spill water or ice into the oil. Do not store employee drinks by deep fryers.
They could be easily bumped into the hot oil and cause a flare-up.
Do not overfill or pour excessive amounts of frozen fries into a deep fryer at one
time. Overfilling causes excessive splashing and bubbling over of hot oil.
How much have you

learned?
Activity 1. Crossword
Fill in the crossword puzzle with the words missing from the sentences below.

you learned?
ACTIVITY 1. Observe kitchen

Observe any kitchen. You may ask for some assistance from your parent/guardian.
List down the following:
• Identify the work hazards that can lead to injuries in their kitchen,
• Name the consequences of hazards of not taking action, and
• Make a solution to work hazards identified.
Hazards Consequences Solutions

Example: wet floor Slips and falls Clean the floor to prevent
accidents
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Scoring Criteria
ACCURACY (100%) Scoring Criteria
Demonstrated and identified more than 100
8 ways to control hazards and risks.
Demonstrated and identified 6 ways to 95
control hazards and risks.
Failed to demonstrate any ways to 60
control hazards and risks

ACTIVITY 2. True or False
Write T if the statement is true and F if it is false, change the underlined word to make
the statement correct.
1. Do not overfill or pour excessive amounts of frozen fries into a deep fryer at one
time.
2. Avoid reaching over or climbing on top of fryers and other hot surfaces. Clean
it when it cool.
3. Molds grow in areas where moisture accumulates, such as near leaky
plumbing.
4. In preparing food just keep in touch and never wash your hands.
5. Always wear Personal Protective Equipment while cooking.
6. Food safety and inspection Service suggest placing raw meat, seafood poultry
in sealed containers or plastic bags to prevent their juices from contaminating
other foods.
7. Leaving stove burners on empty pots and pans can be a fire hazard.
8. Keep all small appliance cords near the edges of the countertop.
9. Make sure that every member of the household fully understands how to
operate the disposal safety.
10. Store your sharpest knives separate from the utensil drawer.
11. Smoking is prohibited in the kitchen area.
12. Safety signs are alert signs that help in indicating hazards ahead of time.
13. Wash hands for a minimum of 50 seconds.
14. Keep floor surfaces clean and dry to prevent slipping or falling.
15. Clean the gas stove regularly, and never leave unattended while using.
ACTIVITY 3. Slogan
Make a slogan showing what you have learned about Occupational Health and
Safety. You may use an Oslo or bond paper.
Here are some examples.

Scoring Rubrics
Criteria 5 3 1 Your score

Relevance to There much There is There is less
Safety relevance to moderate relevance with
safety relevance with safety
safety
Messages It is very clear It is Messages are
and moderately not clear and
informative clear and informative
informative
Originality Show the Show half of Show but not
quality of the quality of seen the
being original being original originality
Your Total
Score 15
Score of Equivalent
10 – 15 = Very Good
6–9 = Good
1–5 = Fair
POST-TEST
Direction: Read carefully the following statements. Choose the letter that corresponds
to your best answer.
1. It is a cross-disciplinary area concerned with protecting the safety and health

and welfare of people.
a. HOS b. OHS
c. SOH d. SHO
2. It refers to the science and practice of maintaining clean and healthy

conditions of food production so that the food served to customers cannot
make him ill.
a. Maintenance b. Sanitation
c. Waitering d. Customer Service
3. It is a term used to describe something that has the potential to cause harm.
a. Risk b. Health
c. Safety d. Hazard
4. This type of hazard includes substances in food that can cause a dangerous
reaction.

5. This type of hazard is characterized by the contamination of food by
microorganisms
6. These are the responsibilities of a food establishment owner or worker EXCEPT

a. Protecting your property from b. Protecting your property from
fire crime
c. Protecting your staff and d. Protecting your competitor
visitors from accidents
7. These are the common problems in commercial kitchen EXCEPT

a. Electrically operated kitchen b. Coal Operated Kitchen
equipment Equipment
c. Water Operated Kitchen d. LPG Operated Kitchen
Equipment Equipment
8. It refers to workplace conditions that pose the risk of injury to the worker’s
musculoskeletal system.
9. According to experts, it is the most common and can be found in almost every
kitchen.
10. These are microorganisms that have “furry” growth often found on spoiled
food.
a. Yeast b. Molds
c. Salmonella d. Bacteria

REFERENCE
Department of Education and Technical Education and Skills Development

Authority (2013), K to 12 Basic Education Curriculum: Technology and
Livelihood Education Learning Module - Commercial Cooking,
Department of Education, Philippines.

LESSON 1 – ANSWER KEY
LESSON 1. UTILIZE APPROPRIATE KITCHEN TOOLS, EQUIPMENT, AND

PARAPHERNALIA

TASK 1
1. Knife
2. Spoon
3. Ladle
4. Baster
5. Colander or strainer
6. Potato masher
7. Can opener
8. Whisk
9. Garlic press
10. Pasta spoon
TASK 2
1. Refrigerators/Freezers
2. Blender
3. Microwave Ovens
4. Coffee maker
5. Aluminum
How much have you learned?

ACTIVITY 1
1. Stainless steel
2. Plastic and hard rubber
3. 
4. Spatula
5. 
6. 
7. 
8. Serving tongs
9. Whisks for blending, mixing
10. 

PRE-TEST/POST-TEST
1. Aluminum
2. Equipment
3. Garlic presser
4. Grater
5. Kitchen Knives
6. Measuring Cup for Dry Ingredients
7. Measuring spoon
8. Scraper
9. Teflon
10. Wooden spoon

LESSON 2. MAINTAIN APPROPRIATE KITCHEN TOOLS, EQUIPMENT, AND

PARAPHERNALIA

TASK 2
6. AINSZTEI - Sanitize
7. PENMEQUTI - Equipment
8. NGILCAEN - Cleaning
9. CNKTIEH - Kitchen
10. LCEHIMAC - Chemical
Chemical Advantage Disadvantage

Chlorine • Effective on a wide variety of • Corrosive, irritating to the skin,
bacteria; highly effective; effectiveness decreases with
• not affected by hard water; increasing pH of solution;
• generally inexpensive • deteriorates during storage and
when exposed to light;
• dissipates rapidly;
• loses activity in the presence of
organic matter
Iodine • Forms brown color that • Effectiveness decreases greatly

indicates strength; with an increase in pH (most
• not affected by hard water; active at pH 3.0; very low acting
• less irritating to the skin than is at pH 7.0);
chlorine; and • should not be used in water that
• activity not lost rapidly in the is at 120oF or hotter; and
presence of organic matter. • might discolor equipment and
surfaces.
Quaternary • Nontoxic, odorless, colorless, • Slow destruction of some
Ammonium noncorrosive, nonirritating; microorganisms;
Compounds • stable to heat and relatively • not compatible with some
stable in the presence of detergents and hard water
organic matter;
• active over a wide pH range

How do you apply what you learned?
ACTIVITY 1
1. B
2. D
3. A
4. E
5. C
ACTIVITY 2
1. 
2. ✓
3. ✓
4. ✓
5. ✓
PRE-TEST/POST-TEST
1. Detergents
2. Solvent cleaners
3. Acid cleaners
4. Abrasive cleaners
5. Chlorine
6. Iodine
7. quaternary ammonium
8. Concentration
9. Temperature
10. Contact time
11. Sweep the kitchen floor
12. Prepare vinegar solution and with the mop apply it onto the kitchen surfaces
13. Make an all-purpose cleaner in a spray bottle
14. Spray this solution onto kitchen surfaces and wipe off with a damp cleaning
rag.
15. Fill a few bowls with about 1/2 cup each of baking soda. Place these around
your kitchen to absorb odor and keep the kitchen smelling fresh.

LESSON 3. CARRY OUT MEASUREMENTS AND CALCULATIONS IN A REQUIRED

TASK

TASK 1
11. Cup
12. Gram
13. Kilogram
14. Liter
15. Pound
16. Milliliter
17. Ounce
18. Pint
19. Teaspoon
20. tablespoon
TASK 3
9. 16
10. 0.32
11. 3
12. 2
13. 2
14. 2
15. 0.07
16. 37.5

ANALOGY
6. 85 ml
7. 45 g
8. 15 mm
9. 1.25 ml
10. 60oC

ACTIVITY 1
1. D
2. E
3. A
4. B
5. C
PRE-TEST/POST-TEST
Part A
1. 1 fluid ounce
2. 250 ml
3. 7 oz
4. ½ teaspoon
5. 120oC
Part B
1. Standardized
2. Cooling
3. Conduction
4. Pack
5. Zero

LESSON 4. CALCULATE THE COST OF PRODUCTION

TASK 1
1. P
2. NP
3. L
4. P
5. L

Completing the table
Purchase Selling Peso Percentage
Items
cost/buying price Price Markup Markup
Mango 20.00 23.00 3.00 15%
Banana 10.00 15.00 5.00 50%
Orange 16.00 18.00 2.00 13%
Apple 20.00 24.00 4.00 20%
Avocado 10.00 16.00 6.00 60%

ACTIVITY 1
Total Cost Peso Selling Price
Item Unit cost
mark-up per serving
2 K chicken 145.00/kilo 290
50.00/kilo 2.5
1 head of garlic
20pcs/kilo
17.00/bottle 2.125
4 Tbsp soy sauce
Approx. 32T
1 tsp ground black 1.00/ small pack 2
pepper ½ t/pack
15.00/bottle 3.75
1/2 cup vinegar
Approx. 2 C/bottle
40.00/bottle 2.5
2 Tbsp cooking oil
Approx. 32T
302.875 151.438 18.93
TOTAL

ACTIVITY 3
Purchase
Selling Peso Percentage
Items cost/buying
Price Markup Markup
price
Puto 10.00 15.00 5.00 50%
Banana cue 20.00 25.00 5.00 25%
Ensaymada 8.00 10.00 2.00 25%
Leche plan 50.00 55.00 5.00 10%
Suman 7.00 10.00 3.00 43%
PRE-TEST/POST-TEST
1. A
2. D
3. A
4. C
5. A
6. B
7. E
8. D
9. C
10. A

LESSON 5. IMPORTANCE OF OCCUPATIONAL HEALTH AND SAFETY PROCEDURES

TASK 2
1. Organized 2. Not Organized 3. Organized
4. Not Organized 5. Organized 6. Organized
7. Not organized 8. Organized 9. Organized
10. Organized 11. Not Organized 12. Organized
13. Organized 14. Not Organized 15.Not Organized

ACTIVITY 1 - CROSSWORD

ACTIVITY 2
1. T
2. T
3. T
4. F - Always
5. T
6. T
7. T
8. F - Away
9. T
10. T
11. F - Don’t smoke
12. T
13. F - 20 to 30 seconds
14. T
15. T
PRE-TEST/POST-TEST
1. B
2. B
3. D
4. C
5. D
6. D
7. B
8. B
9. A
10. B


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Republic of the Philippines

K to 12 Basic Education Curriculum

K to 12 Basic Education Curriculum 1

What is this Module About? …………………………………………………......... 3

Lesson 1. Utilize appropriate .............................................................................. 4

Lesson 2. Maintain .................................................................................. 24

Lesson 3. Carry out ……………………………………………………. 34

Lesson 4. Calculate the cost ……………………………………………………... 50

Lesson 5. Importance of ………………………………………………………….. 58

Answer Keys …………………………………………………………………………... 76

K to 12 Basic Education Curriculum 2

1. Utilize appropriate kitchen tools, equipment, and paraphernalia;

These 5 most essential learning competencies are covered separately in 5 lessons.

Lesson 1. Utilize appropriate kitchen tools, equipment, and paraphernalia

Lesson 2. Maintain appropriate kitchen tools, equipment, and paraphernalia

Lesson 3. Carry out measurements and calculations in a required task

Lesson 4. Calculate the cost of production

Lesson 5. Importance of Occupational Health and Safety Procedures

K to 12 Basic Education Curriculum 3

Utilize appropriate kitchen tools,

1.1 identify types of tools, equipment, and

K to 12 Basic Education Curriculum 4

Cleaning is defined as the physical removal of visible soil and food.

Disinfectant is a substance used to destroy germs and diseases.

Exterminate means to destroy totally.

Filth refers to anything dirty.

Infestation is the state of being infested with parasites or vermin.

A pedestal is a base or support

Sanitizing is a process of reducing the number of harmful organisms to a safe level

Stack means a case composed of several rows of shelves.

K to 12 Basic Education Curriculum 5

K to 12 Basic Education Curriculum 6

Let us determine how much you already know about

TASK 1. Mind the pictures

1. __________ 2. __________ 3. __________ 4. __________ 5. __________

6. __________ 7. __________ 8. __________ 9. __________ 10. __________

_____________ 1. I am an insulated box, equipped with a refrigeration unit and

K to 12 Basic Education Curriculum 7

Preparatory Measuring Cutting Equipment

*Add another column for the additional group/use if needed

K to 12 Basic Education Curriculum 8

What you need to

Kitchen Tools, Equipment and Paraphernalia

K to 12 Basic Education Curriculum 9

K to 12 Basic Education Curriculum 10

K to 12 Basic Education Curriculum 11

Cooking Utensils List That Every Kitchen Needs

1. A baster is handy for returning some of the meat or

2. Cans, bottles, cartons opener are used to open a food

3. Colanders also called a vegetable strainer, are essential

K to 12 Basic Education Curriculum 12

5. Dredgers are used to shake flour, salt, and pepper on

6. A double boiler is used when temperatures must be kept

7. Emery boards/sharpening steel is used to sharpen long

8. Flipper is used for turning hamburgers and other food

9. Funnels are used to fill jars, made of various sizes of

10. Garlic Press is a kitchen tool that is specifically designed

11. Graters are used to grate, shred, slice, and separate

K to 12 Basic Education Curriculum 13

1. 2. 3. 4. 5. __

6. 7. 8. 9. 10. __