7

TECHNOLOGY AND LIVELIHOOD EDUCATION

BREAD AND PASTRY

PRODUCTION

Department of Education ● Republic of the Philippines

Technology and Livelihood Education – Grade 7

Alternative Delivery Mode
Module 3: Perform Measuration and Calculation
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author/s:Beverly C. Pang-an
Reviewers: Sheyla Jay S. Pancho Juliet S. LapizBefe Y. OrdizKeziaKeren L. Cagalawan
Illustrator and Layout Artist: Beverly C. Pang-an

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

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

Asst. Regional Director

Edwin R. Maribojoc, EdD, CESO VI

Schools Division Superintendent

Myra P. Mebato,PhD, CESE

Assistant Schools Division Superintendent

Mala Epra B. Magnaong, Chief ES, CLMD

Members Neil A. Improgo, EPS-LRMS

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Edwin V. Palma, PSDS
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 7
BREAD AND PASTRY
PRODUCTION
Module 3
Perform Mensuration and
Calculations
This instructional material was collaboratively ph.

Instructional material was collaboratively developed and reviewed by

educators from public and private schools, colleges, and universities. We
encourage teachers and other education stake holders to email their
feedback, comments, and recommendations to the Department of Education
at region 10@deped.gov.ph

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

 TABLE OF CONTENTS

What I Need to Know ………......................................... i

What I Know ………......................................... ii
Lesson 1
What’s In...................................... ........................................ 1
What’s New …...................................................................... 2
What is it ………...................................................... 3
What’s more ………...................................................... 5
Lesson 2
What’s new ………....................................................... 6
What is it?….…….......................................................... 7
What’s more ………...................................................... 10
Lesson 3
What’s New ………............................................. 11
What is it? ………...................................................... 12
What’s more ……….............................................. 17
What I have learned ………………………………………….. 18
What I can do …………………………………………………… 19
Assessment ………......................................... 20
Additional Activities ………......................................... 22
Answer Key ………......................................... 23
References ………......................................... 25
 Introductory Message

For the learner:

Welcome to the Bread and Pastry Production 7 Alternative Delivery Mode

(ADM) module on Control Hazards and Risks.

This module is an exploratory and introductory course which leads you to

Bread and Pastry Production National Certificate Level II (NCII).

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the

skills or competencies you are
expected to learn in the module.

What I Know This part includes an activity that

aims to check what you already
know about the lesson to take. If
you get all the answers correct
(100%), you may decide to skip
this module.

What’s In This is a brief drill or review to

help you link the current lesson
with the previous one.

What’s New In this portion, the new lesson will

be introduced to you in various
ways such as a story, a song, a
poem, a problem opener, an
activity, or a situation.

What is It This section provides a brief

discussion of the lesson. This
aims to help you discover and
 understand new concepts and
skills.

What’s More This comprises activities for

independent practice to solidify
your understanding and skills of
the topic. You may check the
answers to the exercises using
the Answer Key at tend of the
module.

What I Have Learned This includes questions or blank

sentences/paragraphs to be filled
in to process what you learned
from the lesson.

What I Can Do This section provides an activity

that will help you transfer your
new knowledge or skill in real-life
situations or concerns.

Assessment This is a task which aims to

evaluate your level of mastery in
achieving the learning
competency.

Additional Activities In this portion, another activity will

be given to you to enrich your
knowledge or skill of the lesson
learned. This also tends to the
retention of learned concepts.

Answer Key This contains answers to all

activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
 3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain a deep
understanding of the relevant competencies. You can do it!
 What I Need to know

What is Mensuration?

Mensuration is defined as the branch of mathematics dealing with the study

of geometric shapes, their area and volume along with other related concepts.
Basically, it’s all about measurement.

Baking is a science and it requires all the precision you would expect when
doing a chemical experiment. When you mix together the ingredients, you’re creating
chemistry, so being precise is important. There is balance between flour, leaveners,
fats, and liquids. Your ingredient measurements have to be precise to get the
chemical reactions you need and to achieve the right outcome of your product,
consistent result every time. Proper measuring is important to baking.

In this guide, we'll look at the most commonly used cooking weights and
measures, and how to use it properly in the kitchen.

After reading this module, the students will be able to:

1. familiarize oneself with the table of weights and measures in baking.

2. apply basic the mathematical operations in calculating weights and measures.
3. measures dry and liquid ingredients accurately.

i
 What I Know

Before starting with this lesson, let us see what you already know
about weights and measures in baking. Choose the letter of the best answer. Write
your answers in your TLE notebook.

1. What is the abbreviation for teaspoon?

A. Tsp C. Tp
B. T D. te

2. Give the equivalent of 1 tablespoon to teaspoon.

A. 5 teaspoon C. 6 teaspoon
B. 3 teaspoon D. None of the above

3. If the ingredient is a liquid, what is the correct unit of measurement to be used?

A. Grams C. Liter
B. Kilograms D. Meter

4. What is the equivalent of 1 gallon to quart?

A. 4 quart C. 5 quart
B. 2 ½ quart D. 3 quart

5. What is the abbreviation of Tablespoon?

A. Tp C. Tbsp/T
B. T D. Ts

6. Convert 1kg to grams.

A. 1000 grams C. 10000 grams
B. 100 grams D. 10 grams

7. 1 gallon is equivalent to how many cups?

A. 128 cup C. 2 cups
B. 16 cups D. 1 cup

8. 1 pound is equivalent to how many grams?

A. 463. 59 grams C. 59 grams
B. 10 grams D. 5 grams

9. Convert 2 meters to centimetres

A. 200 centimetres C. 300 centimetres
B. 250 centimetres D. 350 centimetres

ii
10. 2 cups is equivalent to how many pint?
A. 2 pints C. 1 pint
B. 2.5 pints D. 5 pints

11. Used to level ingredients when measuring.

A. Spatula C. Spoon
B. Meter Stick D. Baking pan

12. This is how to fill the cup when measuring

A. Half of the cup C. Overflowing
B. ¾ of the cup D. Under flowing

13. This step is not necessary in sugar unless it is lumpy.

A. Sifting C. Stirring
B. Rolling D. Blending

14. This is to be removed in brown sugar and to be rolled with rolling pin.
A. Dust C. Glucose
B. Lumps D. Bubbles

15. What should not be done in a cup full of flour to avoid excess measurement?
A. Measure C. Push
B. Tap/Shake D. Drain

iii
 Lesso
Familiarize with the table of weights
n
and measurements in baking.
1
After this lesson, the student will be able to:

1. identify the unit of measurement used in baking.

2. familiarize the standard table of weights and measurement.

What’s I What’s In

Direction: Match column A with Column B. Write the correct letter in your TLE notebook.

Column A Column B

A. Are the workhouses of the bakery and

1. Measuring cups pastry shop and are essential for
producing bakery products. Are enclosed
spaces where food is heated, usually by
2. Spatula hot air?
B. It is used in timing baked products, the
3. Wooden Spoon rising of yeast and to check the doneness
of cakes.
C. It is used to measure solid and liquid
4. Timer
ingredients.
D. A tool used in mixing ingredients.
5. Ovens E. Used to remove baked products from
the moulder.

What’s New

1
Activity 1 Let Me Know

A. Directions: In your TLE notebook draw and color the measuring glass following
the amount indicated.

8 oz 3/4cup 1/4 cup 4 oz

B. Directions: In your TLE notebook draw and color the ruler following the amount
indicated
1. 10 mm

2. 20 mm

3. 1 inch

What is it?

2
STANDARD TABLE OF WEIGHT AND MEASUREMENT

Weight Conversion
Metric Cups Ounces
15 g 1 tablespoon ½ ounce
30 g 1/8 cup 1 ounce
60g ¼ cup 2 ounces
115g ½ cup 4 ounces
170g ¾ cup 6 ounces
225g 1 cup 8 ounces
450g 2 cups 16 ounces
Volume Conversions
Metric Cups/Tablespoons Ounces
15 ml 1 tablespoon ½ fl. Oz
30 ml 2 tablespoon 1 fl. Oz
60 ml ¼ cup 2 fl. Oz
125 ml ½ cup 4 fl. Oz
180 ml ¾ cup 6 fl. Oz
250 ml 1 cup 8 fl. Oz
500 ml 2 cups 16 fl. Oz
1000 ml 4 cups 1 quart

Length Conversion
Metric Emperial
3 mm 1/8 inch
6 mm ¼ inch
2.5 cm 1 inch
3 cm 1 ¼ inches
5 cm 2 inches
10 cm 4 inches
15 cm 6 inches
20 cm 8 inches
22.5 cm 9 inches
25 cm 10 inches
28 cm 11 inches
1m 39. 37 inches

3
 Oven Temperature
Celsius Fahrenheit Temperature
95˚ C 200˚ F Very slow
130˚ C 250˚ F Slow
150˚ C 300˚ F Moderately slow
160˚ C 325˚ F Moderate
175˚ C 350˚ F Moderately hot
190˚ C 375˚ F Hot
200˚ C 400˚ F Very hot
230˚ C 450˚ F Super hot

What’s More

Activity2 Enrichment
Refer to the given Standard Table of Measurement.
Directions: Complete the table below.

Weight Measurement
Metric Cup Ounces
225 grams 8 ounces
¾ cup
115 grams
16 ounces
30 grams
Volume Measurement
Metric Cup Ounces
60 ml
4 cups
180 ml
½ fl. Ounce
500 ml
2 cups
Length Measurement
Metric Emperial
3 mm
6 mm
2 inches

4
 8 inches
9 inches
25 cm
28 cm

Lesso APPLYING BASIC MATHEMATICAL

n OPERATIONS IN CALCULATING
WEIGHTS AND MEASURES
2

After reading this lesson, the student will be able to:

1. perform mathematical operations in converting units of weights and measures.

What’s New

Directions: Choose the correct answer on the following items given in the box.

1. 150 grams is equal to _________ ounces.

2. 2 kg is equal to ______________ cup.
3. 2 tablespoon is equal to _______ ml.
3. 32 fluid oz. is equal to ________ ml.
4. 1 litre is equal to _____________ ml.
5. 56 cm is equal to _____________ inches.
6. 50 cm is equal to _____________ inches.
7. 1kg is equal to _______________ grams.
8. 4 tablespoon is equal to ________ ml.
9. 1 meter is equal to _____________ cm.
10. 100 cm is equal to ____________ meter.

5 ounces 1,000 ml 1,000 grams 1 meter

5
 8 cups 56 inches 60 ml 2 meter
30 ml 20 inches 10 cm

What is it?

General Conversions of Weights and Measurement

Weight Conversion
Formula Example

1. Gram to Kilogram A. Convert 500g to kg.

g Given: 500g
Gram=
1000 kg
g
Solution: Gram=
1000 kg

500 g
Gram=
1000 kg

¿ 0.5 Kg

6
 2. Kilogram to gram B. Convert 5 kg to gram

Given: 5 kg
1Kg = 1000 grams
Solution:Kg = 5 kg x 1000
grams

= 5,000 grams

Volume Conversions
Formula Example

1. Millilitre to litre A. Convert 10,000 ML to L.

Ml Given: 10,000 ML
Ml=
1000 L
Ml
Solution: Ml=
1000 L

10,000 Ml
Ml=
1000 L

= 10 L

2. Litre to millilitre (ml) B. Convert 10 Litres to Millilitres

1 L = 1000 ml Given : 10 L

Solution: L = 10 L x 1000 ml

= 10, 000 ml

Length Conversion
Formula Example

7
1. Metre to Millimetre A. Convert 50 metres to millimetres.

1 M = 1000 mm Given : 50 M

M = M x 1000 mm Solution : M = M x 1000 mm

M = 50 M x 1000 mm

= 50, 000 mm

2. Centimetre to Meters B. Convert 10 centimetres to

Meters.
cm
cm=
100 mm Given : 10 cm

cm
Solution: cm=
100 M

10 cm
cm=
100 M

= 0.1 M

3. Centimetre to Millimetre

1 cm = 100 mm C. Convert 5 cm to mm.

Cm = cm x 100 mm Given: 5 cm

Solution: Cm = cm x 100 mm

cm = 5 cm x 100 mm

= 500 mm

What’s More

8
Activity: Self- Assessment

Directions: Covert the following values and show your solutions. Write your
answers in your TLE notebook.

A. Weight Conversion
1. 1 kg to grams
2. 40 grams to kg

B. Volume Conversion
1. 5 Litres to Millilitres
2. 200 Millilitres to Litres

C. Length Conversion
1. 200 Centimetres to Meters
2. 50 Meters to Millimetres

Lesso MEASURE DRY AND LIQUID

9
 n
INGREDIENTS ACCURATELY
3

After reading this lesson, the student will be able to:

1. familiarize the techniques in measuring dry and liquid ingredients properly.

What’s New

MEASURE DRY AND LIQUID INGREDIENTS ACCURATELY USING

MEASURING TOOLS

Ingredients Measuring tool

Dry Ingredients:

 Flour  Measuring cup

 White Sugar  Measuring spoons
 Brown Sugar
 Baking Powder
 Baking Soda

Liquid Ingredients:

 Water
 Measuring cup
 Milk
 Measuring spoons
 Oil
 Juices

10
 Others
 Spatula
 Tray
 Strainer

What is it?

The key to successful cooking and baking is to always measure the ingredients carefully.
Here are some helpful measuring tips.

 Dry ingredients (like flour and sugar) should be measured using flat-cup
measures. Ingredients should be level. Back of a flat-bladed knife across
the surface is a good way to do this.

 Spoon measures must be measured with the correct sized measuring

spoons. A level spoon is essential.

 Liquid ingredients should be measured in jugs or in measuring glass. Set

the measuring glass on a flat surface at eye level.

Example

A. Flour

 Sift the flour before measuring.

 Scoop the flour to fill the

measuring cup. Let is overflow
from the mouth of the measuring

11
 cup. Do not shake.

 Level off with spatula or any

straight edge.

B. Sugar

White Sugar

 Sifting is not necessary before

measuring unless it is lumpy or the
sugar is an old stock.

 Fill the measuring cup until over

flowing. Do not shake the cup.

 Level off with the spatula or any

straight edge.

Brown Sugar

 Check if the sugar is lumpy

before measuring. Stir the
lumps.

 Scoop into the measuring cup

and pack compactly until it
follows the shape of the
measuring cup.

C. Baking powder and baking soda

12
 Remove the lumps in the baking
powder or baking soda by
stirring.

 Dip the measuring spoon into

the powder. Let it overflows from
the mouth of the measuring
spoon.

 Level with spatula or back edge

of the knife or any straight edge.

13
D. Shortening

Solid Fats

 Fill the measuring cup/spoon

with the shortening while
pressing until it is full.

 Level the fat with a straight of a

knife or spatula.

Liquid Fats

 Pour oil into the measuring

glass.

 Check if it is filled up to the

measuring mark. Do not lift the
cup when measuring. Check at
eye level.

E. Milk or any liquid ingredients

 Pour milk into the measuring

glass up to the measuring mark.
Do not lift the cup.

 Check if it is filled up to the

measuring mark. Do not lift the
cup when measuring. Check at

14
 eye level.

What’s More
Enrichment Activity (True or False)

Direction: Write T if the statement is TRUE and F if the statement is FALSE. Write
your answers in your TLE notebook.

1. Set the measuring glass on a flat surface and check at eye level.
2. We can use spatula or the straight edge of the knife to level the
measurement.
3. Measuring glass is used to measure dry and liquid ingredients.
4. Stir the baking powder in removing the lumps.
5. Lift the measuring cup in getting the measurement of a liquid.

15
 What I Have Learned

A. Lesson 1
Directions: Answer the question briefly and concisely. Limit your answer
into 3 sentences.

1. ________________is defined as the branch of mathematics dealing with the study of

geometric shapes, their area and volume along with other related concepts. Basically,
it’s all about measurement.
2. What are the units of measurement being used in baking?
3. What is the importance of measuration and calculation in our daily life? Site an
example.

B. Lesson 2
1. 1kg is equal to ________ grams.
2. 1 Litre is equal to _________ millimetre.
3. 1 Meter is equal to _________ centimetre.

C. Lesson 3

1. It is important to measure the ingredients properly because

________________________.
2. __________is not necessary before measuring the sugar unless it is lumpy.
3. __________ is used to level off the ingredients.

16
 What I Can Do
Matching type

Directions: Match the column A with column B.

A.

Column A Column B

A. Check the measurement in an

eye level.

1. B. Level off the ingredients using

a spatula or knife.

C. Pour the flour into the

measuring cup until it
overflows.
2. D. Sift the flour before measuring.

E. Fill the measuring cup/spoon

with the shortening while
pressing until it is full.

3. F. Pour the oil into the measuring

glass.

17
4.

5.

Assessment

1. This is used to level dry ingredients in the absence of the spatula.

A. Straight edge or back of the edge C. Meter Stick
B. Spoon D. Glass

2. It is the way of removing lumps in the baking powder or baking soda.

A. Knife stirring C. Shake the baking soda
B. Heat the baking soda D. Dissolve into the water

3. This step is not necessary in sugar unless it is lumpy.

A. Sifting C. Rolling
B. Stirring D. Blending

4. How to measure liquid ingredients?

A. Pour the liquid into the measuring glass. C. Packed when measuring
B. Do not lift the cup D. A and B

5. It follows the shape of the cup when inverted.

A. Brown sugar C. Salt
B. Milk D. Flour

18
6. Convert 150 cm to mm.
A. 1500 mm C. 50 mm
B. 150 mm D. 5 mm

7. How many litres are there in 1000 millilitres?

A. 10 Litres C. 1 Litres
B. 100 Litres D. 1000 Litres

8. 1 kilogram is equivalent to how many grams?

A. 1 grams C. 100 grams
B. 1000 grams D. 10 grams

9. 1 Meters is equivalent to how many centimetres?

A. 100 centimetres C. 10 centimetres
B. 1000 centimetres D. 1 centimetres

10. Convert 100 millimetres to centimetres.

A. 10 centimetres C. 15 centimetres
B. 5 centimetres D. 10 centimetres

11. Using the standard table of measurements, what is the equivalent of 100 mm in inch?
A. 1/8 inch C. 6 inches
B. 1 inch D. 2 inches

12. ¾ cup is equivalent to how many fluid ounce?

A. 6 fl. Oz. C. 5 fl. Oz.
B. 2 fl. Oz. D. 6 fl. Oz.

13. What is the equivalent of 200˚ F in Celsius?

A. 95 ˚ C C. 80 ˚ C
B. 90 ˚ C D. 100 ˚ C

14. What is the oven temperature of very slow in Fahrenheit?

A. 250 ˚ F C. 230 ˚ F

19
 B. 200 ˚ F D. 260 ˚ F

15. 230 ˚ C is equivalent to how many Fahrenheit?

A. 400 ˚ F C. 500 ˚ F
B. 450 ˚ F D. 550 ˚ F

Additional Activities
Questions:

A. List down the measuring tools you have at home.

B. Using a ruler or a tape measure measures the length of your door, window and
the height of your brother.

Answer Key

What I know (Pre – test)

Lesson 1

What’s In

20
 What’s more

Lesson 2

What’s new

What’s more

21
Lesson 3

What’s more

What I have learned

What I can do

Assessment

22
 References

News, Deseret. “Baking Quiz.” Deseret News. Deseret News, October 15, 2003.
https://www.deseret.com/2003/10/15/19790034/baking-quiz.

News, Deseret. “Baking Quiz.” Deseret News. Deseret News, October 15, 2003.
https://www.deseret.com/2003/10/15/19790034/baking-quiz.

Siefert, Rosie. “Easy Cooking and Baking Ingredient Swaps and Substitutions
Everyone Should Know.” The Daily Meal. The Daily Meal, April 17, 2020.
https://www.thedailymeal.com/ingredients-you-can-substitute-when-baking-or-
cooking.

Google. Google. Accessed June 26, 2020. https://www.google.com/search?

rlz=1C1CHJW_enPH902PH902%2Cformula+from+centimeters+to+millimeters.

“Resources.” Republic of the Philippines Department of Education Bataan.

Accessed June 29, 2020. http://www.depedbataan.com/resources/kto12-tle-
learning-modules-for-grades-7-8.

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