FOOD (FISH) 7

PROCESSING
Module 3
Review Various Formulations

Department of Education ● Republic of the Philippines

Food (Fish) Processing – Grade 7
Alternative Delivery Mode
Module
First Edition, 2020
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Published by the Department of Education – Region 10

Regional Director: Arturo B. Bayocot, CESO III
Assistant Regional Director: Dr. Victor G. De Gracia Jr., CESO V

Development Team of the Module

Author: Ma. Christine P. Lauderis

Evaluators: Esterlita J. Sanchez

Josie O. Mejos
Evelyn A. Taruc
Niel John M. Roxas
Illustrator and Layout Artist:

Management Team
Chairperson: Dr. Arturo B. Bayucot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V

Asst. Regional Director

Edwin R. MaribojocEdD, CESO VI

Schools Division Superintendent

Mala Epra B. Magnaong, Chief ES, CLMD

Members: Neil A. Improgo, EPS-LRMS

Bienvenido U. Tagolimot, Jr.,EPS-ADM
Samuel C. Silacan, EdD, CID Chief
Joseph T. Boniao, EPS-EPP/TLE
Rone Ray M. Portacion,EdD EPS-LRMS
Edwin V. Palma, PSDS
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Avilla G. Taclob, Principal I/District In-charge
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7
 Food (Fish) Processing
Module 3
Review Various Formulations

m public schools. We encourage teachers and other education stakeholders to email their feedback, comments, a

Department of Education ● Republic of the Philippines

What I Need to Know ……….......................................... 1
Technical Terms ………......................................... 2
What I Know ……….......................................... 3
Lesson 1: Review Various Formulations ................................... 5
What’s In ……….......................................... 5
What’s New …....……….................................. 6
What Is It? ……….......................................... 6
Measurements and Conversions …………………..…………. 6

What’s More? ………........................................... 9

What I have Learned …................................................. 10
What I Can Do ………........................................... 10
Assessment …................................................. 11
Additional Activities …................................................. 12
Answer Key ………........................................... 13
References ………........................................... 14
 Introductory Message

For the Learner

Hooray!!!! Congratulations for successfully answering the previous module.

Again, always remember that the basis for living in this wonderful world is the ability
to begin for survival. Unless you have fully and richly understood what awaits on you.
You are generally in the position to judge situation on the quality of life, achievement
and acquisition that you’ve been dreaming about for a long period of time. Thus, one
needs help to realize it.

Lots of Philosophers really believed that the absorption of invaluable and

applicable things in the daily work has no ending. It is always infinite and it really
needs strong determination, courage and eagerness to be on the right track.

This module provides important information towards reaching your goals in

your life because;

1. It helps you compute the exact measurement of the specific ingredients that
you’ll be using when you are going to process something.
2. It will be useful also for you to know what substitute measuring tool will be
used if you don’t have the required measuring tools.
3. It helps you convert the measurement of the specific ingredients needed.

Substantial knowledge of food (fish) processing is important as this increases

the chances of knowing indispensable things relative to it.
 In this module, you are guided with a set of learning icons that will help you
understand the underlying principles of Food (fish) processing.

1. What I Need to Know – the icon used to introduce the learning

objectives in this module.
2. What I Know – the icon used to test what you have learned in
this
module.
3. What’s In – the icon used to connect your previous learning
with
the new lesson.
4. What’s New – the icon used to introduce new lesson through an
activity, situation or activity.
5. What is it – the icon that will help you discover and understand
food (fish) processing concepts.
6. What’s More – the icon that will help enrich your learnings of
food
(fish) concepts.
7. What I Have Learned – the icon that will help you process what
you
have learned in the lesson.
8.What I Can Do – the icon that allows you to apply what you have
learned into real-life situations.
9. Assessment – the icon that evaluates your level of mastery in
achieving the learning objectives.
10. Additional Activities – the icon that enhance your learning and
improves your mastery of the lesson.
 This module will help give you all the essentials needed in your food (fish)
processing journey.

What I Need to know

Historically, many different systems of units have been used. A system unit is
defined as a collection of units of measurement with rules that relate to each other. A
unit of measurement also is defined magnitude of a quantity that is used as a
standard for measurement for the same kind of quantity, such as measurements of
length, weight and volume.

Conversion of units is the conversion between different units of

measurement for the same quantity, typically through multiplicative conversion
factors. A conversion factor is used to change the units of a measured quantity
without changing its value.

After reading this module, the learners should be able to:

Lesson 2 – Perform Estimations and Basic Calculations

LO1. Review various formulations (TLE_AFFP9-12MC-0d-2)

LO2. Calculate the production input and outputs (TLE_AFFP9-12MC-0e-3)

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 TECHNICAL TERMS

Conversion- a change from one state or position to another or from one

form to another.

Cost- the total amount spent for goods or services including money, time,
and labor

Data- a collection of information about a study under investigation. It may

be a number (quantitative) or a word (qualitative).

Documentation- a systematic procedure of producing a record for

reference.

Input- something that enters a process from the outside and is acted upon
or integrated in the main body of data.

Measurement- a way of comparing certain attribute of an object with some

given standard.

Output - anything produced especially through a process, a product, or a

yield.

Production cost- the combined cost of raw materials and labor incurred in
producing goods.

Production Report- a written record showing the input – output relationship

in determining the yield from a certain procedure.

Raw food cost- the amount spent for buying raw ingredients.

Solution - a homogenous mixture of substances with variable composition.

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 What I Know

Before starting with this module, let us see what you already know about
conversions. Answer the questions below.

Directions: Carefully read the questions and choose your answer from the choices
given. Write the letter of your answers that corresponds to the correct answer. In
your activity notebook.

1. How many teaspoons are there in two tablespoons?

A. 2 B. 4 C. 6 D. 8

2. How many tablespoons are there in two cups?

A. 4 B. 34 C. 32 D. 16

3. Which of the following is equivalent to two kilograms?

A. 1500g B. 1000g C. 2000g D. 2500g

4. What is the equivalent of 320F to Centigrade?

A. 00C B. 200C C. 100C D. 300C

5. What do you call a form with only a few data presented?

A. Tabular form B. Textual form C. Graphical form D. None of the above

6. How many tablespoons are there in one cup?

A. 32 B. 64 C. 16 D. 8

7. How many teaspoons are there in three tablespoons?

A. 9 B. 12 C. 6 D. 15

8. How many tablespoons are there in 12 teaspoons?

A. 3 B. 4 C. 5 D. 6

9. How many cups are there in 8 tablespoons?

A. ¼ cup B. ½ cup C. ¾ cup D. 1 cup

10. How many tablespoons are there in 15 teaspoons?

A. 3 B. 4 C. 5 D. 6

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 B.
11. How many pints are there in 4 cups?
A. 2 pints B. 6 pints C. 4 pints D. 12 pints

12. How many quarts are there in 12 cups?

A. 2 quarts C. 5 quarts
B. 4 quarts D. 3 quarts

13. How many tablespoons are there in 21 teaspoons?

A. 3 C. 7
B. 5 D. 9

14. How many teaspoons are there in 6 tablespoons?

A. 14 C. 18
B. 16 D.20

15. How many cups are there in 4 quarts?

A. 12 C. 16
B. 14 D. 18

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 Lesso
n Review Various Formulations

What’s In

Are you ready for the next lesson? That’s great!

Based on your previous lesson, write the procedures on how to clean the
refrigerator. Write it in your activity notebook.

What’s New

Activity 1: Pair me (Measuring Tool: Measured Ingredient Pairing).

Before we will proceed to our new lesson, we will do self-check first.

Directions: Pair the following given measurements to the appropriate measuring

tools to be used. Choose your answers inside the box. Write your answers in your
activity notebook.

Dry measuring Liquid measuring cup

Measuring spoons Weighing scale

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 1. ¾ cup of whole milk 4. 1 cup of brown sugar
2. 3 tsp of salt 5. 250 ml of vinegar
3. 3 kgs of Milk fish 6. 1 T of curing salt

What is it?

In your previous activity, you are familiar with the different measuring tools
being used in preparing, weighing and measuring different ingredients.

Measurements and Conversions

It is important to weigh or measure all ingredients accurately, especially for

beginners. There are cooks and chefs who seem to be able to produce good results
by guesswork and intuition because of their long experience in cooking. However,
that should not be the case. What generally matter is using precise measurement.

When weighing things, it is essential to buy a good brand of weighing scale

that would longer use. A good selection of measuring cups and spoons (as listed
below) can be very handy.

a. Measuring Cups

 1 Cup (C)
 1/2 C
 1/3 C
 1/4 C
 1/8 C

b. Measuring Spoons

 1 Tablespoon (tbsp or T)
 1 Teaspoon (tsp or t)
 1/2 tsp
 1/4 tsp

*A clear glass measuring cup is necessary to get precise liquid measurements.

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Dry Ingredients - The most important thing to know about measuring dry ingredients
is that they should be leveled with the top of your measuring cup using spatula.

1. Dip your cup into the bin, fill to

overflowing and level it off by
sweeping the edge of a knife
across the top.

2. Spoon flour and similar

ingredients into measuring cups.

3. Do not scoop the ingredient

using the cup itself because this
“packs” the cup too much and the
measurement won’t be precise.

4. Be careful if you are using a cup

larger than what is needed (as in
a 1 cup measure to get 1/2 C
worth of ingredients). The same
levelling technique should be
used with measuring spoons.

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Tip: Measure dry ingredients over a plate or bowl so you can catch the excess and
put it.

For tables (unit conversion)

VOLUME MEASUREMENT CONVERSIONS

Cups Tablespoons Teaspoons Milliliters
1 tsp 5 ml
1/16 cup 1 tbsp 3 tsp 15 ml
1/8 cup 2 tbsp 6 tsp 30 ml
¼ cup 4 tbsp 12 tsp 60 ml
1/3 cup 5 1/3 tbsp 16 tsp 80 ml
½ cup 8 tbsp 24 tsp 120 ml
2/3 cup 10 2/3 tbsp 32 tsp 160 ml
¾ cup 12 tbsp 36 tsp 180 ml
1 cup 16 tbsp 48 tsp 240 ml

1 QUART =
2 pints 1 PINT =
4 cups 2 cups 1 CUP =
32 ounces 16 ounces 16 tbsp ¼ CUP =
480 ml 4 tbsp 1 TBSP =
950 ml 8 ounces
12 tsp 3 tsp
240 ml ½ ounce
2 ounces
60 ml 15 ml

COOKING TEMPERATURE CONVERSIONS

Celsius / Centigrade F = (C * 1.8) + 32
Fahrenheit C = (F – 32) * 0.5556

WEIGHT
Imperial Metric
½ oz 15 g
1 oz 29 g
2 oz 57 g
3 oz 85 g
4 oz 113 g
5 oz 141 g
6 oz 170 g
8 oz 227 g
10 oz 283 g

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 12 oz 340 g
13 oz 369 g
14 oz 397 g
15 oz 425 g
1 lb. 453 g

What’s More

Activity 2: Self – Assessment

Directions: Given below are the measurement of different ingredients. Inside the
word pool are the different measuring tools. Choose an appropriate measuring tools
with the corresponding ingredients. Write the letter of your answer in your activity
notebook.

A. Dry measuring C. Liquid measuring cup

B. Measuring spoons D. Weighing scale

1. 100 ml of all - purpose cream 6. 1 kg of chayote

2. 12 tbsp. of refined sugar 7. 1 cup of mango pulp

3. 500 ml of soy sauce 8. 1 tsp of salt

4. 14 grams curing salt 9. 2.5 kg anchovies

5. 1500 grams of milk fish. 10. 5 cups of brown sugar

What I Have Learned

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Directions: Share your learnings from the lesson above by completing the sentence
below. Write your answer in your activity notebook.

I have learned how to _______________ the different units of

measurements in _________________________________.

What I Can Do

Activity 3: Identification

Directions: Read the statement below. Choose the letter that corresponds to the
correct answer. Write it on your activity notebook.

1. It is a change from one state or position to another or from one form to another.

A. Data B. Conversion C. Input D. Output

2. A collection of information about a study under investigation. It may be a number

(quantitative) or a word (qualitative).

A. Output B. Input C. Conversion D. Data

3. It is a way of comparing certain attribute of an object with some given standard.

A. Measurement B. Data C. Cost D. Materials

4. The amount spent for buying raw ingredients.

A. Raw materials B. Raw food cost C. Input D. Data

5. The total amount spent for goods or services including money, time, and labor.

A. Cost B. Production cost C. Data D. Output

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 Assessment

Directions: Conversion of Units: Convert the measuring units as indicated.

1. 2.25 gal = ___________ qt

2. 5 c = ___________ oz
3. 40 oz = ___________ gal
4. 3 cups = __________ tbsp.
5. 1.073 L = ___________ ml
6. 6. 49 oz = ___________ c
7. 16 cups = ___________ pints
8. 10 pints = ___________ cups
9. 5 quarts = ___________ cups
10. 40 quarts = ___________ cups
11. 12 c = ____________ pt.
12. 1000 g = ____________ kg
13. 4 c = ____________ tbsp
14. 56 tbsp = ____________ c
15. 5 tbsp = ____________ tsp

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 Additional Activities

Activity 4: Tell the Time

Instructions: Convert the given time into minutes and seconds. Write your answer
in your activity notebook.

Congratulations! You have successfully completed answeringthe Module 3.

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 Answer Key

What I know What’s more

1. C 1. C
2. B 2. B
3. C 3. C
4. D 4. D
5. D 5. D
6. D 6. D
7. A 7. A
8. B 8. B
9. D 9. D
10. A 10. A
11. A
12. D
13. C
14. C Assessment
15. C 1. 9 qt
2. 40 oz
3. 0.312 gal
What I Can Do 4. 48 tbsp
1. B 5. 1, 073 ml
2. D 6. 6.125 c
3. A 7. 8 pints
4. B 8. 20 cups
5. A 9. 20 cups
10. 160 cups
11. 6 pints
12. 1 kg
13. 64 tbsp.
References
14. 31/2 cups
15. 15 tsp.

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 BOOKS

K to 12 Education Curriculum Technology and Livelihood Education

Learning Module (Food/Fish Processing) by Ferdinand S. Bravo

Food Processing by Rosalinda S. Pascua

ELECTRONIC RESOURCES

https://www.google.com/search?
sa=G&hl=en_GB&tbs=simg:CAQShwIJe5b5nJWLHRoa-
wELELCMpwgaYgpgCAMSKKQToxOlE4EIyh2iE4gInBScE8cd4T3JP8g_10TTaPdk9
yja_1PdA04j0aMPi3hKuVMrl8FdxTffunXkb1KOli3JLXK_1P4NZecsRN85RZEUcGV6
3NyU6MZ1gHD7yAEDAsQjq7-
CBoKCggIARIErs_1nsQwLEJ3twQkadAobCghwYXJhbGxlbNqliPYDCwoJL20vMDM
wemZuChgKBWxpbGFj2qWI9gMLCgkvbS8wNGZmY2oKGgoHY2FybWluZdqliPYD
CwoJL20vMDV0X3l0Ch8KDGNvbG9yZnVsbmVzc9qliPYDCwoJL20vMDMwemxmD
A&q=cooking+light&tbm=isch&ved=2ahUKEwin8PfthffpAhUHfXAKHQjHC_YQwg4o
AHoECBkQJw&biw=1517&bih=675#imgrc=iSGE_xbjjL6WgM

https://www.google.com/search?
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nwiPE7cIwh2RE44TiROeCPgH4z3JP-I92z20NN89yzbQNMg_1wz0aMNFO_1-
E2uEPfYuIyxE1JmNtbekwzu7oJ3BOmZ9-jm55ZsY_1Tl9kfJsQ-q-E00-
9aviAEDAsQjq7-
CBoKCggIARIEHnR3BwwLEJ3twQkaigEKHQoKc2NyZWVuc2hvdNqliPYDCwoJL20
vMDF6Ym53ChgKBm51bWJlctqliPYDCgoIL20vMDVmd2IKGAoGY2lyY2xl2qWI9gM
KCggvbS8wMXZrbAobCghwYXJhbGxlbNqliPYDCwoJL20vMDMwemZuChgKBXN0
eWxl2qWI9gMLCgkvbS8wMTJ5aDEM&q=screenshot&tbm=isch&ved=2ahUKEwj_ht
q5hvfpAhU6yIsBHcBsDUMQwg4oAHoECAwQJw&biw=1517&bih=675#imgrc=Mzmn
9difIBZtRM

https://www.google.com/search?
sa=G&hl=en_GB&tbs=simg:CAQSoQIJaDy_1DkFajhgalQILELCMpwgaYQpfCAMSJ
98HT-IH2ALdB9IC4AfkAt4Hzwe5Nfo9ujX5Pb41_1j2CKbE1-
z38PRowC_1SQnt4dVgeBut9nNjBVWMcpP52wqc1Hf4XKFHmjnBZgkOooZ11GeH
GGz5wRvuMtIAQMCxCOrv4IGgoKCAgBEgR6DgfgDAsQne3BCRqOAQoZCgd3cml
0aW5n2qWI9gMKCggvbS8wODFyYgoYCgZudW1iZXLapYj2AwoKCC9tLzA1ZndiCh
cKBXBhcGVy2qWI9gMKCggvbS8wNjQxawofCgtoYW5kd3JpdGluZ9qliPYDDAoKL2
0vMGdreHkxMwodCgtjYWxsaWdyYXBoedqliPYDCgoIL20vMGYxdHoM&q=Fahrenh
eit&tbm=isch&ved=2ahUKEwjpto_chvfpAhVbL6YKHeGwDNUQwg4oAHoECBAQJw
&biw=1517&bih=675#imgrc=P6stT_bNNv7T1M

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Conversion of Units - https://en.wikipedia.org/wiki/Conversion_of_units

Calculator.net - https://www.calculator.net/conversion-calculator.html

Pinterest - https://images.app.goo.gl/uP9BockmBL9Vuh2Z7

For inquiries or feedback, please write or call:

Department of Education – Region 10

Zone 1, DepEd Building Masterson Avenue, Upper Balulang

Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail Address: region10@deped.govph

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