7

Quarter 3
MODULE Lesson

for TLE FCS 1

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

III. TEACHING AND
TLE/QUARTER LEARNING
3/ GRADE 7 PROCEDURE NOTES T

A. Activating Prior DAY 1 teacher shows

Knowledge Love your own place and identify pictures of tourist spots in the Philippines.
O TEACHERS

https://guidetothephilippines.ph/articles/what- https://guidetothephilippines.ph/articles/what-
to-experience/top-tourist-spots-philippines to-experience/top-tourist-spots-philippines

1. Feedback
➢ Fill in the blanks with details stated in the numbers.
● 1 – your name The teacher guides learners to
● 2 – the places where you like to go dream big. From the discovery
of nearby tourist attractions in
● 3 – the people whom you like to be with you during your travel
● 4 – your target travel date the previous activity, students
will plan a trip with family or
● 5 – realistic plans to achieve your travel goals
friends as well as how they will
➢ After filling in the blanks, read and reflect: Fulfill your dreams. do the planned activity. It will
➢ Keep this file for future activities. be done through this paper,
MY TRAVEL GOAL
I am (1) . I love to visit (2) .
During my trip, I hope to be with (3) .
I plan to travel on (4) . In order to make my dream a
reality, I will (5) .

2
B. Establishing 1. Lesson Purpose
Lesson Purpose The teacher will introduce to the class a quote:
“The most beautiful in this world is, of course, the world itself.”
– Wallace Stevens

2. Unlocking Content Area Vocabulary

• The hospitality and tourism industry is a vast sector that includes all the
economic activities that directly or indirectly contribute to or depend upon
travel and tourism. This industry sector includes Hotels and Resorts,
Restaurants and Catering, and Clubs and Bars.
• Tourism is the act and process of spending time away from home for
recreation, relaxation, and pleasure while using the commercial provision of
services.
• Hospitality is the activity or business of providing services to guests in
hotels, restaurants, bars, and other areas where people go to eat or relax.
• Accommodation is the act of providing what is needed or desired for
convenience to guests.
• Travel is to move or transfer from one place to another for an important
purpose.

C. Developing and SUB-TOPIC 1: Tourism

Deepening
1. Explicitation
Understanding Fundamentals of the Tourism Industry
Why do people travel? Many would answer for business, some for leisure, and
others would say for education. How about you? As you review this learning
material, reflect on the importance of traveling.

Types and Forms of Tourism

A. Based on the point of origin
1. Domestic tourism happens when residents travel within their country
of residence. This is more difficult to measure than the other kind
because there are rarely currency, language, or visa implications.
2. International tourism involves travel outside the country of residence
where currency, language, and visa are to be considered.

3
 B. Based on travel arrangements
1. An Inclusive Tour is a travel where several components like
accommodation, fare, food, and amenities are purchased together, and
one price is paid.
2. Independent Travel is when needed components like accommodation,
fare, food, and amenities are purchased separately.
3. Tailor–made Travel is a combination of inclusive and independent
travel, and the Internet may be used for bookings and payments.

C. Based on the purpose of travel

1. Leisure and recreation include visiting other places during weekends,
holidays, or free time to visit friends and relatives, exploring other
places for cultural tourism, and leisure and sports activities like
swimming, hiking, and biking to de-stress and rejuvenate.
2. Study travel includes visiting another place or country to learn or apply
skills learned inside the classroom in a different environment, such as
in the Practicum Training Program.
3. Health tourism is a wider term for travel that focuses on medical
treatments and the use of healthcare services. It covers a wide field of
health-oriented tourism, ranging from preventive and health-
conductive treatment to rehabilitation and curative forms of travel.
Wellness tourism is a related field.
4. Business and professional tourism involves traveling to a destination
away from home or a normal workplace. Some types of business
tourism are incentive travel, exhibitions, trade fairs, conferences and
meetings, and corporate events.

2. Worked Example
Class sharing on these questions:
a. Why do people travel?
b. What are the positive and negative impacts of the pandemic on the
tourism industry?
c. How can you help in the promotion of domestic tourism?

4
 3. Lesson Activity
Teacher can share pictures or videos of his or her personal travels to inspire
his/her students to think of their dream destinations.

Let the learners list their My Top 10 Destinations in their notebooks. The
place must be specific. Besides the destination, specify your reason/s for
choosing that place.

DAY 2
SUB-TOPIC 2: Hospitality

1. Explicitation
Let us examine this picture:
What can you say about the room?
Do you like to stay in a place like this?
https://www.acaciahotelsmanila.com/rooms/

Scope of Hospitality Industry

a. Accommodation and Lodging refers to a place where one stays but not
his or her home. Accommodation is to stay for a long period of time, while
lodging is to stay for a short period of time.
b. Travel services include transportation by air, land, or water. Travel and
ticket bookings are also a part of this service.
c. Food and Beverage Services caters to anything that involves meals to be
eaten by guests as well as the services done for this purpose, like table
setting and food catering.
d. Recreation and Entertainment are the activities that provide fun
amusement to guests. It can be in the form of sports and arts, whether
visual or performance.
e. Conventions and Events Management include organizing activities for
large meetings of an organization or group.
f. Cruises are large passenger ships used mainly for vacation.

5
 Types of Accommodations and Their Characteristics
a. Catered Accommodation is an accommodation that provides guests with
food.
b. Non–catered accommodation is an accommodation where food is not
included in the package. The guest either dines out, brings his / her own
food, or relies on food delivery services.

2. Worked Example: Formative Assessment

My Dream Business
Let us dream big. Imagine yourself 15 years from now, and you will have enough
savings to start your own business. You opted to build your own business that
is related to the hospitality industry. What would it be? Describe your planned
business and be ready to share it with the class after 5 minutes. At least ten
volunteers will be asked to share.

3. Lesson Activity
Come and Visit Our Place
Complete the table by giving an example; it could be an establishment or
organization for each scope of the hospitality industry that is found in your
place:

SCOPE EXAMPLE

Accommodation and lodging

Travel services

Food and beverage services

Recreation and entertainment

Conventions and events

management

6
 D. Making 1. Learners’ Takeaways: Triad Activity
Generalizations Let Me Tell You Where I Like To Go
a. Learners will be grouped by threes.
b. Each student will share his/her travel goal (done under A.2 Feedback in this
exemplar)
c. The teacher facilitates the activity.
2. Reflection on Learning
After the triad, share how each group will share the planned travels with the
class. The teacher encourages these travel dreams to be achieved.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating 1. Formative Assessment

Learning Campaign Logo
a. Teacher will allow the students to select a pair.
b. Each pair will create a logo inviting tourists to visit their barangay.
c. The logo will be drawn on a short bond paper.
2. Homework
Finalize your campaign logo to invite tourists to visit your barangay.
DAY 3-4
Project making on scrapbook making. Please refer to Learning Activity Sheet #1
for TLE 7 Quarter 3.

7
 7

Quarter 3
Lesson Exemplar Lesson

for TLE 2

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

 TLE/QUARTER 3 / GRADE 7
III. TEACHING AND LEARNING PROCEDURE NOTES T

A. Activating Prior DAY 1 Teachers may vary the messages

O TEACHERS
Knowledge 1. Short Review: to be passed. The messages
Pass the Message could be the definition of terms
from the previous lessons or
a. Learners will be divided into two equal groups.
b. quotations about the lesson. It
Each group will form a line.
could also be done several times,
c. The first learner will get the message from the teacher. An example of a depending on the time allotment.
message could be: “Travel is to move or transfer from one place to another
for an important purpose.” Teachers may call students
d. The message will be passed from the first to the last learner, who shall relay when there are no volunteers.
the message to the teacher.
e. Processing how and why the message relayed is correct should be done at
the end of the activity.

2. Feedback
a. Collect the homework (logo promoting a tourist spot or potential tourist
spot in their barangay).
b. At least five volunteer groups will present their output.

B. Establishing 1. Lesson Purpose The picture may be printed or

Lesson Purpose projected on the board, and
learners will be asked to state
how they understood it. Further
explanation can be given by the
teacher, especially on the
importance of balancing work
and leisure.
Source:
https://www.scientificworldinfo.com/2021/10/why-is-
work-life-balance-so-important.html

2. Unlocking Content Area Vocabulary

• Work is to perform or fulfill duties regularly for wages or salary.
• Job is a specific duty, role, or function.

9
 • Career is a profession for which one trains, and which is undertaken as a
permanent calling.
• Salary is a fixed compensation paid regularly for services.

C. Developing and TOPIC: Career Opportunities in Hospitality and Tourism Industry

Deepening
1. Explicitation
Understanding Video viewing on Hard and Soft Skills Required for Hospitality and Tourism
Industry: https://www.youtube.com/watch?v=dzbWGJhOvVs

Have a short debate on what is more important, soft or hard skills?

Key skills for hospitality management
How can one be successful in a chosen career? Let us find out if you can have
these skills. As we discuss them, place a check mark (/) under remarks if you
possess the skill and an X if you do not have it; a question mark (?) could be
placed if you are unsure.

Key Skill Description Remarks

Exceptional Remember, “Customers are always right,” so

customer service one must consider the best way to serve the
clients.

Organizational A work plan for each activity should be in

and time place, but contingency measures should be
management considered when unforeseen events occur.
skills

Financial literacy Knowledge and skills in managing the overall

financial aspect of the business from
expenditures, earnings, and salaries and
benefits of employees.

A strong business Always consider the current business trends.

mindset

10
 20 Career Opportunities in Hospitality and Tourism Industry
Let us watch this video sharing of a 2nd-year student of hotel and tourism in
the Philippines: https://www.youtube.com/watch?v=XlU5mjUzHhQ
As we review these careers, think of the top five choices you would like to
consider.
Career Opportunity Job Description Job Requirement

They work for cruise liners

and travel agencies to help
guests book vacations that One should enjoy traveling meet
their budget and travel and know about cruise interests.
They also provide vacations and discounts.
1. Cruise Agent additional services by This position requires a high scheduling
transportation for school diploma, and them and
booking hotel additional certifications may accommodations
on their be necessary.
behalf before and after their
cruise vacation.

They conduct daily activities

2. Sports center Individuals need a manager
at sports complexes and
/ bachelor's degree in leisure Leisure
recreational facilities with
and recreation, facility manager
gyms, pools, and activity
management, or hospitality.
rooms.

They oversee the daily

operations of food trucks at
tourist attractions and
Food truck managers need a
unique event venues. They
3. Food truck may be responsible for minimum of a high school
diploma but can also benefit
manager coordinating work schedules,
from previous work
obtaining food service licenses
experience.
in different areas,
and ordering food inventory
as needed.

11
 They specialize in making
various pastries and other
desserts for bakeries, To become a pastry chef, individuals can either earn a
restaurants, and patisseries. high school diploma and develop their skills or attend a
They work closely with other pastry arts program and earn an associate degree or
4. Pastry chef kitchen staff and chefs to bachelor’s degree.
create dough mixtures,
develop new recipes, decorate
dessert items, and monitor
the baking process to ensure
a finished product. They usually have a few years of work experience in a
role at an airport, along with a bachelor's degree in airport
They ensure efficient
management and operations or aviation management. A
operations at an airport while
professional certification can also be beneficial.
ensuring that all airlines
5. Airport follow FAA (Federal Aviation
manager / Administration) guidelines.
Aviation They hire and train airport
manager personnel and monitor
activities relating to security, The education requirements include earning an associate
customer service, and or bachelor’s degree in hospitality or business
customer amenities, management. Prospective spa managers also need a few
including onsite restaurants. years of work experience at a spa business.
They lead daily operations at
spa facilities. Their duties
include hiring and training
spa employees and
maintaining an up-to-date
inventory of cosmetic
6. Spa manager
products, sheets, towels,
robes, and other items for
skin treatments. Spa
managers may also promote
their spa by hiring freelance
marketers or organizing
advertisements for digital or

12
 print platforms. They also
administer advanced
therapies like facials and
massages to customers.

They support the job duties of

the hotel's general manager.
They help the available
manager interview job Individuals need a high
candidates, make hiring school diploma and a few
7. Hotel assistant
decisions, and coordinate years of hotel experience.
general
training efforts for staff. Hotel They may also benefit from
manager
assistant general managers earning an associate degree
may also cover shifts for or bachelor’s degree in
general managers and act as hospitality and tourism.
temporary general managers
when the manager is sick or
on vacation.

They oversee tour bookers,

tour guides, tour bus drivers,
and marketing staff for a tour
Individuals can become tour
company. They schedule
managers by earning a high
work shifts for tour guides,
school diploma and working
develop marketing strategies
8. Tour manager for a tour company for a few
to increase tour bookings,
years. They can also earn a
and read tourist reviews to
bachelor's degree or master's
determine how they can
degree in an area like
improve their overall
hospitality and tourism
experience. They may also
management.
accompany clients when they
travel and attend to their
needs.

They oversee the daily To become a cafe manager,

9. Cafe manager
operations of cafes in individuals need a minimum
shopping centers, hotels, and of a high school diploma and

13
 other areas. They hire and previous experience working
train cafe staff, adjust coffee in a cafe as a barista or
and bakery selections, handle supervisor.
complex customer questions,
and ensure the cleanliness of
their facilities. Cafe managers
also create work schedules to
provide enough staff during
peak business hours.

They work for hotels and

resorts, travel companies,
and cruise liners to oversee
guest activities and ensure Activity managers typically
10. Activity guests have a pleasant have bachelor's degrees in
manager experience. This may include hospitality and tourism,
planning guests' itineraries, event planning, or
offering guests tours of the recreation.
local area, and developing fun
activities within their
facilities.

They work for hotels and help

create and manage their
marketing and customer
service strategies. They also
work with a team of sales To become a hotel sales
11. Hotel sales coordinators and hotel coordinator, individuals
coordinator managers to research ways to need a bachelor's degree in
increase bookings and retain sales, marketing,
customers. They may design hospitality, and tourism.
special offers, create branding
and promotional strategies,
and follow up with guests
after they check out.

14
 They oversee the daily
activities at resort facilities.
They typically monitor the To become a resort manager,
resort's housekeeping individuals need experience
12. Resort activities, finances, and working in the resort
manager marketing materials. They industry, either a bachelor's
manage different degree or master's degree in
departments to assist with hotel management or
general maintenance and hospitality and tourism.
ensure a high guest
satisfaction rate.

Prospective travel agents

need a high school diploma
They work for travel agencies
and an interest in travel.
or as self-employed
They may also benefit from
individuals to help clients
earning an associate or
book transport and hotel
bachelor’s degree in
13. Travel agent accommodations. Their
hospitality and tourism
duties may also involve
management or applying for
creating a trip itinerary for
a professional travel agent
their clients and helping them
certification. Travel agents
reschedule canceled flights or
often start as employees and
transfer accommodations.
become managers as their
careers progress.

They oversee a kitchen and

server staff team for a
catering company or event To become a catering
venue. They hire and train manager, individuals can
14. Catering catering staff and work with benefit from earning either
manager one or more chefs to create an an associate degree or a
effective catering menu. They bachelor's degree in an area
also design schedules for staff like hospitality or food
members, depending on the service.
time required to set up and
prepare food before an event.

15
 They collaborate with resorts,
cruise liners, hotels, and
other accommodations to
book singers, musicians,
To become an entertainment
dance groups, comedians,
manager, individuals can
and other entertainers to
attend a four-year bachelor's
15. Entertainment perform for guests. Their
degree program in
manager duties include holding
hospitality, tourism
auditions for potential talent,
management, event
scheduling bookings, and
planning, or events and
negotiating with clients to
entertainment.
determine price points. They
oversee many aspects of
events, including their
production and financing.

They assist hotel guests with

their needs from when they
check in to when they check
out. They provide guests with
room keys, organize baggage This position typically
16. Guest services
assistance, and delegate requires a minimum of a
manager
tasks to other staff like high school diploma and a
housekeepers, front desk few years of guest service
employees, or room service experience.
personnel. They're also
responsible for hiring and
training the guest services
staff.

They work for a hotel, cruise Housekeeping directors can

line, or resort and manage its benefit from earning a
housekeeping staff. They bachelor's degree in
17. Director of
maintain clean facilities for all hospitality management and
Housekeeping
guests by hiring and training gaining several years of
housekeeping staff and experience in the cleaning
monitoring inventory, service industry.

16
 including cleaning supplies,
towels, bedsheets, and guest
amenities.

They work at public and

amusement parks and help
develop marketing and
promotional strategies to
increase visitors. They may Prospective Park managers
work with facilities managers need a bachelor's degree in
18. Park manager
to ensure the park remains leisure and recreation,
clean and well-maintained. management, or landscape
They also manage the park's design.
budget, train managers in
individual departments, and
develop inclement weather or
emergency policies.

They work for hotels, cruises,

and other accommodations to
oversee food service
operations for guests. Their
job duties include developing
a budget for food inventory
and supplies, relaying To become a food service
information to food and director, a bachelor's or
19. Food service
beverage managers and master's degree in
director
kitchen staff, approving menu hospitality management,
and drink ideas, and food service management, or
ensuring the quality of the culinary arts is necessary.
food and dining operations.
Directors at large hotels or
other organizations may also
oversee the room service and
catering from multiple
restaurants.

17
 They assist individuals,
educational institutions, and
corporations with their travel
needs. They meet with clients A high school diploma and a
to discuss their travel options voluntary certification are
to a destination and typically necessary to
determine whether they need become a travel consultant.
20. Travel
a passport, vaccinations, or An associate or bachelor's
consultant
weather-appropriate attire; degree in tourism,
they also help them find international studies, or
discounted hotels and hospitality can also be
airlines and arrange beneficial.
accommodations for clients
with medical conditions and
special needs.
DAY 2
2. Worked Example
From the 20 career opportunities,
a. What do you think is the most difficult, easiest, or most enjoyable
career?
b. Get a piece of paper and write the first five choices you want to venture
on.
c. How will you be able to reach your dream career?

3. Lesson Activity:
The learners will make a GOAL (to be written in their notebook) that they will do
well in their studies based on this quotation:

“The best preparation for good work tomorrow is to do good work today.”
– Elbert Hubbard

D. Making 1. Learners’ Takeaways

Generalizations What job requirements might be the most difficult to achieve?
How will you be able to overcome difficulties, especially in your studies?

18
 something to share. The link
2. Reflection on Learning provided could be utilized.
Are you aware of the true to life experiences of people who escaped poverty
because of hard work? The sharing of at least three learners could be done.
https://www.ecomparemo.com/info/broke-to-billionaire-filipino-entrepreneurs

19
 7

Quarter 3
Lesson Exemplar Lesson

for TLE 3

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for TLE Grade 7
Quarter 3: Lesson 3 (Week 3)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
• Kayce Maye Michelle D. Casas, MTTE (MSU-Iligan Institute of Technology)
Validator:
• Victor S. Rosales, PhD (MSU-Iligan Institute of Technology)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.
 TLE/QUARTER 3/ GRADE 7
III. TEACHING AND LEARNING PROCEDURE NOTES T

A. Activating Prior DAY 1 The teacher will distribute sticky

Knowledge notes and ask O TEACHERS
each student to
1. Short Review
write down one specific career or
Begin by revisiting key insights from the previous lesson on career and business
business opportunity they find
opportunities in the hotel and tourism industry. Ask students to share their
interesting within the industry.
reflections on the most appealing career paths discussed.
Have them place their sticky
Introduce the new lesson on "Issues, Challenges, Trends, and Innovations in the
notes on the board.
Hospitality and Tourism Industry." Discuss how industry challenges, trends, or
innovations may affect each career or business opportunity. Encourage students
to consider the evolving nature of their chosen paths.

2. Feedback (optional)
B. Establishing 1. Lesson Purpose Engage in a collaborative
Lesson Purpose Brainstorming Activity brainstorming session to explore
The class will be divided into four sections: Issues, Challenges, Trends, and and generate ideas related to the
Innovations. Then, the teacher will give the students sticky notes and will ask Issues, Challenges, Trends, and
them to generate ideas related to each category. Each participant should write Innovations in the Hospitality
down one idea per sticky note. Each small group will review the sticky notes and Tourism Industry.
within a specific category and cluster similar ideas together.
Let the sticky notes be posted
Each group presents their clustered ideas, explaining the rationale behind their until the end of the discussion
groupings. The teacher will facilitate a brief discussion after each presentation, so that they can review their
allowing for questions and additional insights from other participants. answers in the activity.

2. Unlocking Content Area Vocabulary

• Challenges - Difficulties or obstacles faced in the tourism industry, such as
economic uncertainties and sustainability demands.
• Innovations - Creative and new solutions, like advanced technologies and
eco-friendly practices, that improve and update the tourism experience.
• Issues - Concerns or problems within tourism, including overcrowding,
responsible behavior, and safety, requiring attention and solutions.
• Trend - Trend is a general direction into which something is changing,
developing, or veering toward. The term may also mean a fashion or craze,
i.e., a fad.

22
C. Developing and TOPIC: Issues, Challenges, Trends, and Innovations in the hospitality
Deepening and tourism industry
Understanding
1. Explicitation
Top issues that will influence the global hospitality industry in the year ahead
include sustainable development calls for green hospitality, labor costs,
multicultural issues, and higher education. Challenges that face hospitality will
include operating issues, marketing issues, technological issues, and economic
issues. Identified ten key trends that, taken together, we believe will shape the
hospitality sector this year and for years to come including rapid growth in
vacation ownership, integration & globalization, and new management.

1. Issues in Hospitality Industry

1.1 Sustainable Development Calls for Green Hospitality
Going green is a white-hot issue in the hospitality-design industry. People are
beginning to look at sustainable solutions in a whole new way. The perception of
green has changed; it has gone from a fringe movement to mainstream.

As a sign of its sweeping popularity, one of the best-attended sessions at the recent
Lodging Conference in Phoenix was: “Going Green: Environmentally Profitable
Hotels.” Some of the pioneers of the green hospitality movement were to share
their challenges and triumphs in working toward a carbon-constrained future. The
basis of sustainable hospitality operation is a three-part balance, expressed as
“profits, people, and planet.” By taking those three elements into account, thus, a
sustainable green hospitality development program becomes economically viable,
as well as beneficial to the community and environment.

1.2 Labor Cost Issues

In 2005, labor expenses remained the largest single expense item for hospitality
managers, accounting for 44.6 percent of total operating costs. Consequently, any
trend or issue that could potentially impact labor costs must be taken seriously
by hospitality owners and managers alike. "Due to the magnitude of the expense,
labor costs and issues have always consumed a substantial portion of the time
and efforts of hospitality managers. Now, with news of union contract negotiations,
changes to immigration laws, and proposed legislation to increase the minimum
wage, hospitality managers are on edge.

23
The cost of labor is the biggest expense in all categories of hotels. Even with the
advent of select service properties, hospitality developers cannot avoid the human
component of hospitality operations. While managing labor expenses is important,
hospitality managers are also aware that employees are an integral part of the
lodging experience. The interaction between hospitality guests and employees has
a dramatic impact on the customer experience and the success of the business
operation. Therefore, a fine balance must be drawn between cost controls and
guest satisfaction.

1.3 Multicultural Issues

The newest trends and topics surrounding hospitality research and development
are the management of multicultural talent and the political landscape affecting
the hospitality industry. Franchises are becoming the biggest industry in the
world, the success of franchises lies in the understanding of ownership, internal
and external customer- and workforce-related - and top legislative matters, and
insights into marketing and promoting. With the development of globalization,
multicultural issues are facing and disturbing industry operators.

Bringing the far corners of the world together is part and parcel of what the
hospitality sector does. Blending amenities to cater to the needs of the world’s
different cultures is central to the success of large, international hospitality
chains. Cultural issues have never before been such a crucial determinant of how
a large hospitality should operate. In some Asian cultures, for example, eye contact
is not sought, as it can make guests feel uncomfortable, while in Western tradition
it is equated with openness and honesty. This could be important in defining how
staff addresses themselves to certain Asian guests.

1.4 Higher Education

Tremendous changes are taking place in the hospitality industry which poses
several challenges for the transformation of the whole educational process
including educational curricula, learning materials, instructional practices, and
education stakeholders. Education systems and institutions must take the
challenges of the knowledge economy seriously. This would, however, include
restructuring the learning process to reflect the use of information in the real
world, changing the role of the educator from presenter of pre-packaged facts to

24
 facilitator of active learning, and transforming the library specialist to an active
collaborator in curriculum planning for effective use and availability of information
resources. Indeed, educators need to realize that teaching is not telling, that
learning is not absorbing, and that knowledge is not static and, in turn, reflects
these to their instruction mechanisms and student appraisal systems.

The new educational providers have risen to fill the undeniable demand for open,
flexible, distance, and life-long learning and include for-profit universities;
corporate universities (e.g. Accor University, Kellogg University, McDonald's
Hamburger University); virtual universities (such as Universities 21, a
collaboration project of Thomson Learning and Universities 21, Singapore and
University in the UK); and multinational organizations such as Microsoft, whose
primary business is not education but who control facilities central to it.

DAY 2
2. Challenges Confronting the Hospitality Industry
2.1 Operating Issues
2.1.1 Labor Shortages
Labor shortages and their impact on the industry in almost every geographic
location are consistently among the most difficult challenges noted by others.
In many communities, hospitality expansion is limited not by capital, but
rather by human resources. A shrinking labor force is the number one
challenge facing the global hospitality industry, according to the International
Society of Hospitality Consultants, which recently convened to brainstorm
world issues and rank them according to importance.

The problem of attracting and retaining qualified workers, once an issue only
in an isolated number of markets, is increasingly becoming a global challenge.
Demography, wage levels, failure to adequately address worker satisfaction,
and a reputation for long hours and low pay are all cited as contributing
factors. Creative hospitality professionals have begun to develop innovative
strategies for capturing and keeping high-quality workers.

2.1.2 Cost Containment

25
Hospitals are increasingly challenged to find ways to reduce costs without
sacrificing the quality standards imposed to consistently meet guest
expectations. The idea of “doing more with le” requires managers to think
about ways to operate more effectively (in other words to “do the right things
in the right way”) and to examine possibilities for cost savings that will not
affect the guest’s perception of value.

2.1.3 Increased Competition

Hotels everywhere indicate that their community is overbuilt; there are too
many available hospitality rooms relative to the guests desiring to rent them.
The resulting competition, which often involves price cutting in efforts to
provide greater value to guests, reduces still further the profits generated.

A steep fall in occupancy ratio in the wake of the global slowdown and tight
competition among hospitality operators in a shrinking market has brought
down hospitality room rents drastically across the country. The competition
in Europe has resulted in low occupancies and as a result, the average room
rate has taken a beating of almost 30 percent in all major leisure markets.
Rooms are now sold not only for less but also bundled with packages, like
breakfast, airport transfers, or a day’s sightseeing. The competition calls for
innovation in the hospitality industry.

2.2 Marketing Issues

2.2.1 Market Segmentation and Overlapping Brands
Market segmentation is increasing as lodging chains focus on a specific niche
of travelers. Additionally, brands overlap. Some industry observers are
concerned that franchisers may expand their number of brands to the point
that investors who purchase from the same franchiser will be in direct
competition with themselves! Also, as the number of brands increases, the
ability of consumers to differentiate between them decreases.

2.2.2 Increased Guest Sophistication

Consumers have become more sophisticated and, as a result, so have the
types of products and services that they desire. Amenities, including business
centers, exercise and recreational facilities, and guest-room innovations,

26
increase costs but, if not carefully selected, may not appeal to many guests
being served by a specific property.

2.3 Technological Issues

The challenges of keeping up with the fast pace of technology is difficult and
expensive.

2.3.1 Interactive Reservation Systems

Guests can now use the Internet’s interactive reservation systems, and
hospitality companies are sometimes criticized for the (alleged) large number
of keyboard clicks required to make a reservation.

The number of reservations made via the Internet continues to increase.

Surveys in the United States show that currently 20% of all reservations are
made through the Internet, and this percentage is increasing every year. With
such a high percentage of reservations done through the Internet, hospitality
cannot afford not to be connected. If the potential guest cannot book online, a
reservation will be made at the competitor's website.

2.3.2 Guest-room Innovations

Multiple telephone lines, interactive opportunities for ordering room service,
and guest-room check-out are examples of amenities that guests increasingly
desire, but that are very expensive to install and implement.

2.3.3 Data Mining

This technology allows marketing and sales personnel to find new ways to use
guest-related data. (Data mining: using technology to analyze guest and other
related data to make better marketing decisions.)

2.3.4 Yield Management

This computerized process allows managers to match guest demand with room
rates (high demand means higher rates because of lessened discounts; low
demand results in higher discounts.) (yield management: demand forecasting
systems designed to maximize revenue by holding rates high during times of
high guest-room demand and by decreasing room rates during times of lower
guest-room demand). Yield management is critical to maximizing a

27
 hospitality’s profitability. The concept is applied to every revenue department
and across departments. The yield manager's job is to maximize the revenue
per available room by selling rooms to the right customers, at the right price,
at the right time.

2.4 Economic Issues

2.4. 1 Dependence upon the Nation’s Economy
When the nation’s economy is good, business travel generally increases.
Hospitality occupancy rates and rack rates increase, which results in higher
profit levels. The reverse is also true: business travel slows when the economy
slows. Then occupancy and rack rates decrease. Discounts to increase
occupancy are offered, which yield lower revenues and profit decreases.

2.4.2 Globalization
Globalization impacts the lodging industry dramatically because it influences
the extent to which people travel both within the country and around the
world. Therefore, it is not only the economy of the nation but also the
economies of individual countries, that play an increasingly larger role in the
financial success of lodging properties.

To compete, they must pay closer attention to the trends of globalization. The
industry must reflect the requirements of the global village in many aspects of
its operations, including food, services, amenities, staffing policies, and
training.

DAY 2

3. Trends in Hospitality Industry

3.1 Rapid Growth in Vacation Ownership
Vacation ownership is the fastest-growing segment of the lodging industry and
is likely to continue growing as the baby boomers enter their fifties and sixties
in the U.S.A. The World Tourism Organization has called timeshares one of
the fastest-growing sectors of the travel and tourism industry. Hospitality
companies are adding brand power to the concept with corporations like
Marriott Vacation Club International, the Walt Disney Company, Hilton

28
Hotels, Hyatt Hotels, Promus’ Embassy Suites, Inter-Continental, and ever
Four Seasons participating in an industry that has grown rapidly in recent
years.

Resort Condominiums International (RCI), the largest vacation ownership

exchange (that allows members to exchange vacations with other locations),
has more than 2.8 million-member families living in 200 countries. Three
thousand seven hundred participating resorts and members can exchange
vacation intervals for vacations at any participating resort. North America
remains the global leader with nearly half of all the participating resorts and
more than 2 million owners. Europe is second with approximately 22 percent
of owners worldwide and more than 1,000 resorts. Timeshare resorts are
found around the globe in popular vacation areas near beaches, rivers, lakes,
and mountains, and even in major cities.

3.2 Integration & Globalization

Vertical integration is a trend that began a few years ago. Lodging companies
realized that guests’ accommodation needs were not just at one level; rather,
they seemed to vary by price and facilities/amenities. Almost all major lodging
companies now have properties in each segment of the market.

The future of the lodging industry involves globalization. Companies cannot

grow unless they venture beyond the United States. American hospitality
chains and their management techniques were in demand by many developing
countries that wanted premium-name hotels. An extensive survey of the
condition of the hospitality would have shown that substantial amounts of
money would be necessary to maintain the hospitality’s condition. The
hospitality industry is thus at the very core of the globalization of international
business. Hospitality companies therefore need to consider the implications of
the global context in which they operate and must be prepared to address the
questions that arise from this changing environment. Globalization will
ultimately touch virtually all aspects of the hospitality industry. Increasingly,
customers, management processes, employees, products, and sources of
capital will be competed for and will move across national boundaries.
Competition in the future will come from global entities with the advantages
that globalization brings.

29
 3.3 New Management
The complex forces of capacity control, safety and security, capital movement,
and technology issues will require a future management cadre that is able to
adapt to rapid-paced change across all the traditional functions of
management.

The growing complexity of customer/employee interaction, driven by

technology and the information age, will shape human resources needs in the
future. The customer, armed with more information, will expect frontline and
other hospitality staff to be at least as knowledgeable about the firm’s offerings
as they are themselves. This will be difficult in an industry characterized by
low-skilled, low-paid personnel and a high degree of cultural and behavioral Let them summarize the group
diversity among its employees. Visioning the future: major forces driving answers and present them to
change in the hospitality industry’ considers seven areas decisive to the future the class.
development of the industry. Each is examined to determine the scope and
complexity of the issue and the timing of its impact. That is assets and capital,
health and safety, new management, marketing, distribution and capacity
management, technology, sustainable development, and social issues.
The teacher may let the learners
2. Worked Example
continue this activity after the
At the end of the discussion, group the student in a small group and let them
class session; the presentation
answer and share their answers with their group.
will be done the next day.
• In your opinion, which specific challenge or trend discussed in the industry
holds the greatest impact and importance? Why?
• Why is it important to keep up with the latest Hospitality trends? DAY 4 - Presentation

DAY 3-4

3. Lesson Activity: Interactive Strategic Planning Workshop

(See worksheet #1 for the activity which students will accomplish.)
Directions: Develop a strategic plan for this class and begin by comprehensively V. Synthesis/Extended
Practice/Differentiation (if
analyzing the challenges faced based on the discussion. Identify key trends and needed):
innovations in the field, drawing on both current literature and real-world • Conclude this activity with a
examples. debrief session, discussing the

30
 Suggest one innovative solution or strategy to address a challenge identified
earlier. Provide a concise explanation of the proposed innovation and consider its
potential benefits. Consider the long-term implications of your plan and its
adaptability to changing circumstances.

Your plan should be dynamic, reflecting both an understanding of current

challenges and the flexibility to embrace evolving trends. Present your strategic
plan using visual aids, to facilitate clear communication.

D. Making 1. Learners’ Takeaways

Generalizations Relate the issues, challenges, trends, and innovations discussed to a specific
career or business opportunity in the hospitality and tourism industry. Briefly
explain how an understanding of these dynamics can inform decisions in that
career path.
2. Reflection on Learning
The students will accomplish the weekly reflection log.

31
 7

Quarter 3
Lesson Exemplar Lesson

for TLE 4

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

 TLE/ QUARTER 3/ GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners demonstrate an understanding of the fundamentals of the hospitality and tourism industry.
Standards

B. Performance
The learners apply skills in food preparation and services following safety precautions
Standards

C. Learning Learning Competency

Competencies 1. Discuss the fundamentals of food preparation and service
and Objectives 2. Recognize the seven principles of HACCP in food preparation and service
Learning objectives
At the end of the lesson, the students are expected to:
1. Discuss the proper way of food preparation and service
2. Discuss the seven principles of HACCP and give an example of each
3. Apply hazard analysis techniques to a practical scenario, identifying and prioritizing potential hazards in a
controlled food preparation setting
4. Express an appreciation for HACCP's significance in ensuring food safety and quality, recognizing its impact on
public health.

D. Content Fundamentals of Food Preparation and Service

• Different food service operation
• Commercial
• Institutional
• Basic rules on food preparation and service
• Kitchen layout
Seven Principles of Hazard Analysis Critical Control Point (HACCP)

E. Integration SDG 2: Zero Hunger: Ensure access to safe, nutritious, and sufficient food for all, promoting sustainable agriculture
practices in food preparation and service.
SDG 3: Good Health and Well-being: Safe food handling practices and providing nutritious meals contribute to health
and well-being.

1
III. TEACHING AND LEARNING PROCEDURE NOTES T O TEACHERS

A. Activating Prior DAY 1 Create a set of questions for each

Knowledge 1. Short Review category and point value. Ensure
Create a Jeopardy board with different Food Safety and Sanitation and HACCP questions cover key principles of
Principles categories. Example categories can include "Hazard Analysis," Food Safety, Sanitation, and "Critical
Control Points," "Monitoring Procedures," etc. HACCP.
Assign point values to each question based on its difficulty. Include visuals or examples to
enhance engagement.
2. Feedback (Optional)

B. Establishing 1. Lesson Purpose Start with a brief icebreaker to set

Lesson Purpose Ask students to share a personal story related to food safety or a memorable a positive and interactive tone.
experience where they realized the importance of safe food handling. Ask them to share a personal
story
2. Unlocking Content Area Vocabulary
• HACCP (Hazard Analysis and Critical Control Points) – Pronounced
“hass’-ip,” it is a prevention-based system of identifying and controlling
hazards to maintain the safest food possible by purchasing through service
• Cross-contamination - Letting microorganisms from one food get into
another.

2
 • Danger zone - The range of temperatures at which most bacteria multiply
rapidly—between 40° and 140° Fahrenheit
• Food safety - following practices that help prevent food-borne illness and
keep food safe to eat.
• Foodborne illness - Sickness caused by eating contaminated food,
sometimes called food poisoning.
• Layout – plan, design, or arrangement of objects and spaces in a room.
• Preparation - The process of selecting, cleaning, cooking, and arranging
ingredients to create dishes for consumption.
• Perishable foods - Foods that can become unsafe or spoil quickly if not
refrigerated or frozen.
• Sanitation - Keeping work areas from dirt or bacteria.
• Service - The act of providing food and beverages to customers in a dining
establishment, catering event, or other food-related settings, often involving
aspects such as taking orders, serving meals, and maintaining cleanliness
and orderliness in the dining area.

C. Developing and DAY 1

Deepening SUB-TOPIC 1: Fundamentals of Food Preparation and Service
Understanding
1. Explicitation
Food preparation and service are essential aspects of the hospitality industry,
encompassing a wide range of skills and techniques.
Food preparation and service are really important in places where people eat
out. Food prep means picking the best ingredients and cooking them up in tasty
ways. Cooks use different techniques like chopping, grilling, or baking to make
dishes look and taste great. They even make sure the food looks nice on the
plate!
On the other hand, food service is about taking care of the customers. It's all
about making sure they have a good time. That includes greeting them when
they come in, taking their orders, and bringing them their food. Servers also
answer any questions the customers might have about the menu and make sure
everything is clean and tidy in the dining area.
Both food prep and service are super important in making sure people have a
great dining experience. When chefs and servers work together, they can make
meals that people will remember and want to come back for again and again.

3
Different Food Service Operation
There are two types of food service operations. Commercial Food Service
Operation and Institutional or Non Commercial Food Service Operation.
1. Commercial Food Service Operation – are organization that sells food
solely to make profits. Example are food services of the hospitality and
tourism industries, such as hotel, restaurants, coffee shops, snack shops,
deli and cocktails bars, convenience stores, catering business, and fast food
chains.
2. Non Commercial Food Service Operation – sometimes called Institutional
or on-site, these include educational, governmental, or business
establishments whose food operations are mainly for service to food
employees. Sale of food is a secondary goals and typically is not for profit.
Basic Rules on Food Preparation and Service
Food hygiene constitutes a basic necessity of good manufacturing/agricultural
practices and the development of hazard analysis critical control points
(HACCP), as well as being a component of all Global Food Safety Initiative (GFSI)-
benchmarked food safety standards. Government, industry, and consumers all
play a role in safe sanitation and food hygiene practices.
WHY food safety is important?
• Protects the reputation of your food service establishment.
• Satisfies our moral obligation to protect the lives and health of our
customers.
• Make our employees proud.
• A lapse in food safety may cause contamination that can affect the
reputation of your business. These topics show you how to ensure that
your establishment is safe at all times.
WHO data indicate that only a small number of factors related to food handling
are responsible for a large proportion of foodborne disease episodes everywhere.
Common errors include:
• Preparation of food several hours prior to consumption, combined with
its storage at temperatures which favors growth of pathogenic bacteria
and/or formation of toxins;
• Insufficient cooking or reheating of food to reduce or eliminate
pathogens;
• Cross contamination; and
• People with poor personal hygiene handling the food.

4
The Ten Golden Rules respond to these errors, offering advice that can reduce
the risk that foodborne pathogens will be able to contaminate, to survive or to
multiply.
WHO “Golden Rules”
1. Choose foods processed for 6. Avoid contact between raw foods and
safety cooked foods
2. Cook food thoroughly 7. Wash hands repeatedly
3. Eat cooked foods immediately 8. Keep all kitchen surfaces
meticulously clean
4. Store cooked foods carefully 9. Protect foods from insects, rodents,
and other animal
5. Reheat cooked foods thoroughly 10. Use safe water
Kitchen Layout
A good kitchen layout is both aesthetically pleasing and functional. The manner
in which the furniture, appliances, and counters are placed should be pleasing
to the eye as well as facilitate the work done in the kitchen. It should make
cooking tasks easier and quicker, not get in the way of them.
Factors in planning the layout
• Distance of the sink from the stove
• Distance of the stove to the storage for ingredients to the sink
• Distance of the storage for ingredients to the sink
• Ample space for food preparation
• Size and shape of the room
• Enough room to move around freely and comfortably

The Work Triangle

1. Food Storage station
2. Preparation/Cooking
Station
3. Clean-up-station

5
 Types of Kitchen Layout
1. Single Line Layout
In the single line/wall layout, all
kitchen counters and appliances are
placed in a single line against one wall.
The sink and stove are in the middle of
this layout, reducing the need to walk
to and from the two ends of the kitchen
while working.
2. Galley Layout
Also known as corridor layout, the
galley layout utilized two rows of
working space that are parallel to each
other, making it easy to move from one
workstation to the next. For instance,
preparation can be done on one row
and cooking on the other row.
3. L-shaped Layout
An L-shaped kitchen layout is bounded
by two wall or counters. This kitchen
layout keeps the kitchen free of outside
traffic.

4. U-shaped
Uses three walls or counters to create
U, maximizing kitchen space and
providing an abundance of counter
space of which to work.
5. G-shaped Layouts
The G-shaped or peninsula layout adds
a short, low wall to the U-shaped
layout. This creates more workspace
and further prevents outside traffic to
the kitchen area.

6
 6. Island Layout
An island is unattached counter places
in the middle of the kitchen. It adds
additional workspace for food
preparation. It can also serve as a
surface for serving meals. It often has a
sink and storage space, or even a stove.

2. Worked Example
Class sharing:
1. Reflect on your own food hygiene practices. Based on what we
discussed today, are there any habits you need to improve or change?
2. Recall the time when you observed someone practicing good (or poor)
food hygiene. How did it impact the overall experience?

3. Lesson Activity
Design your Dream Kitchen
For this activity, you will design your dream kitchen on a short bond paper.
Begin by considering the layout that best suits your needs and preferences.
You may choose from the different kitchen layouts and use the kitchen
symbols. For example, use a stove symbol to depict the location of your
cooktop, a refrigerator symbol for your fridge, and a sink symbol for your
kitchen sink. Be sure to include other elements like cabinets, countertops, and
kitchen islands if applicable. Consider factors such as workflow, convenience,
and aesthetics when arranging your kitchen components. Once you have
sketched out your ideal kitchen, take some time to reflect on the design and
make any necessary adjustments to ensure it aligns with your vision.

DAY 2
SUB-TOPIC 2: Seven Principles of Hazard Analysis Critical Control Point
(HACCP)
1. Explicitation
A food safety management system is a group of procedures and practices
intended to prevent foodborne illness. It does this by actively controlling risks
and hazards throughout the flow of food.

7
A HACCP plan involves identifying hazards (chemical, biological, physical) at
specific points during food handling and identifying how they can be
prevented, eliminated, or reduced to a safe level. There are seven sequential
steps to developing a full HACCP plan.
1. Analyze Hazards. Identifies the potential hazards associated with food and
the measures to control them. The hazard could be biological, such as a
microbe; chemical, such as a pesticide; or physical, such as glass or metal
fragments.
2. Identify Each Critical Control Point. The point in a food’s production—
from its raw state through processing to consumption by the consumer—
at which a potential hazard can be controlled or eliminated. Examples
include receiving, preparation, cooking, and cooling.
3. Establish Preventive Measures with Critical Limits for Each Control
Point. An example of using cooked food might include setting the minimum
cooking temperature and time required to ensure the elimination of any
harmful microbes.
4. Establish Procedures to Monitor Each Critical Control Point. Such
procedures might include determining how and by whom cooking time and
temperatures should be monitored.
5. Establish Corrective Actions to Be Taken When Monitoring Shows
That a Critical Limit Has Not Been Met. For example, reprocessing or
disposing of food if the minimum cooking temperature is not met.
6. Establish Procedures to Verify That the System Is Working Properly.
For example, testing time-and-temperature recording devices to verify that
a cooking unit is working properly.
7. Establish Effective Record Keeping to Document the HACCP System.
This would include records of hazards and their control methods, the
monitoring of each critical control point, and the action taken to correct
potential problems.
When is HACCP required?
Food-service establishments are not required to use HACCP unless they
• Smoke or cure meat for preservation purposes.
• Use food additives to preserve food.
• Employ reduced oxygen packaging on site.
• Maintain a tank of live molluscan shellfish (clams, oysters, mussels) for
consumption

8
 • Custom process meat
• Package unpasteurized juice for sale without a warning label.
In addition, federal legislation mandates that a HACCP plan is required for
any schools that participate in the National School Lunch Program and/or
School Breakfast Program and that accept USDA commodity goods.

Advantages of HACCP
The HACCP system offers useful approaches to controlling food safety:
• It focuses on identifying and preventing food hazards before they occur
rather than reacting to them after they have caused a problem.
• It is based on sound science.
• HACCP places responsibility for ensuring food safety in the food service
establishment.
2. Worked Example: Roleplay
Students will be divided into groups. Each group will then create a scenario
where a food business implements a food safety management system. In the
scene where they will act, they will show what challenges might this food
business face, and how these can be addressed using the HACCP principles.
At the end of the activity, have students reflect on how the role-play experience
relates to real-life kitchen scenarios.

Discuss how the principles learned can be applied in professional or home

kitchens, and assess if the group solutions are correct in the given situations.
DAY 4
3. Lesson Activity
(See worksheet #1 for the activity which students will accomplish.)
The teacher will provide each student with a copy of the “You’re the Inspector: A
Safe, Celebratory Meal for the Football Team” activity and the “Food
Establishment Inspection Report” form. Ask them to read the story and then
rate the members of the Sandwiches n. Use the boxes to the left of each RISK
FACTOR by filling in or circling the rating according to the information in the
story:
Y = yes, in compliance N = no, not in compliance
N/O = not observed N/A = not applicable

9
 D. Making DAY 4
Generalizations 1. Learners’ Takeaways
• Can you summarize each of the seven principles of HACCP in your own
words?
• How confident do you feel in your understanding of these principles?
2. Reflection on Learning
• Consider the broader implications of HACCP in the food industry. How
does a solid understanding of HACCP principles contribute to overall food
safety and customer satisfaction?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4 Answer key:

Learning 1. Formative Assessment 1. c) Hazard Analysis and
Multiple choice Quiz: Students will take the 10-item test about the seven Critical Control Points
principles of HAACP. 2. b) Conduct a hazard
1. What does HACCP stand for? analysis
a) Hazard Assessment and Control for Critical Points 3. c) Separating raw meats
b) Hygiene and Cleaning Procedures from other food items
c) Hazard Analysis and Critical Control Points 4. b) Cross-contamination
d) Healthy and Controlled Cooking Practices between raw and cooked
foods.
2. Which of the following is the first principle of HACCP?
a) Establish critical limits 5. d) All of the above
b) Conduct a hazard analysis
c) Implement corrective actions
d) Monitor critical control points
3. What is the most effective way to prevent cross-contamination in a kitchen?
a) Using the same cutting board for raw meat and vegetables
b) Washing hands only before handling cooked food
c) Separating raw meats from other food items
d) Sharing utensils between different food items
4. Which of the following are common errors related to food handling that can
contribute to foodborne illness?
a) Cooking food at low temperatures.

10
 b) Cross-contamination between raw and cooked foods.
c) Reheating food thoroughly before consumption.
d) Storing cooked food in airtight containers.
5. Why is food safety important in a food service establishment?
a) Protects the reputation of your food service establishment.
b) Satisfies our moral obligation to protect the lives and health of our
customers.
c) Makes our employees proud.
d) All of the above

2. Homework
Let the students practice this song to be presented at the next meeting.
I WILL SURVIVE (“I Will Survive” by Gloria Gaynor)

I’d listen to the news and I’d be petrified

Another foodborne outbreak, I’d be all torn up inside
But then I spent so many nights
Worried about what I just ate
Could I be next?
Did I have poisons on my plate?
But now I’m back
From cyberspace
Determined that I won’t become a foodborne illness case
I’ve learned some simple steps
To keep my food safe for me
And if you do the same
You’ll raise your life expectancy

Chorus:
I’ve got a sign
On my fridge door
Sayin’ go away bacteria
Cause you’re not welcome anymore
Listeria don’t scare me nor does that nasty E. coli
Hey Salmonella?
Did you think I’d lay down and die?
Oh no, not I
I will survive
Oh as long as I am careful with my food I’ll stay alive

11
 Cause I’ve got all my safety plans
I disinfect and wash my hands
And I’ll survive, I will survive
Hey, hey

I pointed my web browser

to fightback. O R G
I learned that microbes pose a danger
Though they are too small to see
So I spent a couple of nights
Gettin’ myself into the know
And now I take the steps
That don’t allow those bugs to grow
I cook my meats and poultry through
A thermometer is handy to show me just how well I do
I defrost food in the fridge
And promptly refrigerate
When you’re dealing with food pathogens
There’s not much time to wait

Chorus…

There’s a sign
On my fridge door
Sayin’ go away bacteria
Cause you’re not welcome anymore
Listeria don’t scare me nor does that nasty E. coli
Hey Salmonella?
Did you think I’d lay down and die?

Oh no, not I!
I will survive
Oh as long as I am careful with my food I’ll stay alive
Cause I’ve got all my safety plans
I disinfect and wash my hands
And I’ll survive, I will survive
I will survive

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:
12
 strategies explored

materials used

learner engagement/
interaction

others

C. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

13
 7

Quarter 3
Lesson Exemplar Lesson

for TLE 5

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

TLE/QUARTER 3/ GRADE 7
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
Standards The learners demonstrate an understanding of the fundamentals of the hospitality and tourism industry.

B. Performance
Standards The learners are expected to apply skills in food preparation and services following safety precautions.

C. Learning Learning Competency:

Competencies Identify the common tools and equipment used in the food preparation and service industry.
and Objectives Learning Objectives:
After the day’s lessons, the learners are expected to:
1. Discuss common tools and equipment used in food preparation, service, and industry.
2. Explain how common food preparation and service tools and equipment are used following the industry standards.
3. Demonstrate how food preparation and service tools and equipment are properly maintained.
4. Show the importance of acquiring knowledge and skills on the correct usage and maintenance of different food
preparation and service tools and equipment.

D. Content Food preparation and service tools and equipment, their uses, and maintenance.

E. Integration Proper knowledge of different food preparation and service tools and equipment and their uses will ensure long-term
use of the kitchen and food service tools and equipment.
This lesson can be integrated and related to:
SDG 3: Good health and well-being, specifically on the proper and safe use of different kitchen tools, especially knives.
SDG 12: Responsible Consumption and Production: Emphasizing the importance of using the right, good-quality kitchen
tools that help prepare and utilize food ingredients efficiently and economically helps prevent food waste and spoilage.

II. LEARNING RESOURCES

Castro, L.A. (2016). Teacher-made module in Food and Beverage Service pp.23-28
Harris, J. (2019, May 31). 40 common cooking terms to make you sound like a pro in the kitchen. Kidspot. http://www.kidspot.com.au/meal-
planning/Tools-40-common-cooking-terms+7108+753+article.htm
Meathead. (2017, October 9). Important calculators, conversions, rules of thumb.
http://amazingribs.com/cooking_weights_measurements_conversions

1
III. TEACHING AND LEARNING PROCEDURE NOTES T O TEACHERS
A. Activating Prior DAY 1 Expected Responses:
Knowledge 1. Short Review: 7 Principles of HACCAP
From the photos shown, kindly 1. Conduct a hazard analysis
analyze and relate them to the seven 2. Determine Critical Control
principles of HACCP that we Points (CCPs)
discussed in our previous lesson. 3. Set Critical Limits
4. Define Monitoring Procedures
5. Implement Corrective actions.
6. Establish verification
2. Feedback procedures
Is there any clarification you would like to ask before we proceed to today’s 7. Create record-keeping

lesson? procedures.
• Why do you think we need to be aware of the HACCAP principles?
After the short review, the teacher
• Are there any other questions you would like to clarify about HACCAP? needs to ask the students if
they
still have any questions from the
B. Establishing 1. Lesson Purpose: At the end of the lesson, the students will be able to: previous lesson to raise.
Lesson Purpose • Identify and describe kitchen or food preparation and food service tools and
equipment.
• Explain the function of different food preparation and service tools and
equipment.
• Note the importance of proper use and maintenance of food preparation,
service tools, and equipment as sustainable practices in the food industry.

2. Unlocking Content Area Vocabulary

Definition of Terms:
Essential words to ponder:
• Food Safety - refers to proper handling, preparing and storing foods in a way
that will best reduce the risk of individuals becoming sick from foodborne
illnesses.
• Food Sanitation – refers to hygienic practice applied in the kitchen to
ensure safe and clean food preparation, processing, production, packaging
and storage.
2
 • Kitchen -a room especially set apart and containing the necessary utensils
for cooking food.
• Kitchen Equipment- refer to the larger items in the kitchen that handle the
bulk of the preparation and cooking processes.
Ex. Stoves, chillers, freezers, microwaves, blenders, etc.
• Kitchen Tools – is a kitchen device or implements, hand held and used to
perform a particular function.
Ex. Tongs, flat wooden spatula, measuring cups and spoons, vegetable peeler,
chef’s knives, kitchen shears, strainer, whisk, cutting boards, etc.
• Proper Maintenance – correct use, washing, cleaning, drying, and storage of
food preparation and food service tools, utensils, and equipment for prolonged
use and durability.
C. Developing and SUB-TOPIC 1: Food Preparation Tools and Equipment
Deepening
1. Explicitation: Picture Analysis
Understanding
Can you describe what the photos try to
show us?

Source: https://www.culinarymd.org/culinary-skills-
1---unit-3.html

2. Worked Example:
Aside from the photos that were shown a while ago, can you mention some food
preparation or kitchen tools and equipment you have at home?

3. Lesson Activity: Word Puzzle

Direction: Can you find all the cooking tools and cooking terms in this
wordsearch? Words can go in the following direction:

3
 Key to correction:
H E C L L G L A S S P L D L W
H M E A S U R I N G C U P D D
F I R P J I G S R P E E L S C
Q Q A S B L E N D E R W T K H
D A M R C R O V R G W O S N O
T Y I E N O K V K G V B Z I P
B W C M P Z F E L E C F S F W
U I S S G P J Z N W H O Q E N
Q F R Y I N G P A N S H I E R
Y T E Q U I P M E N T R C G A

Knife Chop Oven Blender Frying pan

Equipment Ceramics Spoon Measuring cup Glass

Lecture/Discussion:
Food Preparation or Kitchen Tools and its Uses
A. Cooking Materials and Utensils:

1. Aluminum material cooking utensils is the best for

all-around use. It is the most popular, lightweight,
attractive, and less expensive. It is available in sheet
or cast aluminum.
https://www.slideshare.net/slideshow/tletoolspptx/256
706472

2. Stainless Steel is the most popular material used for

tools and equipment but is more expensive. It is easier
to clean and shine and may be bought in many
gauges, from light to heavy.
https://www.amazon.in/Cook-Home-Piece-Stainless-
Cookware/dp/B002C5N882

3. Glass is good for baking but impractical for top or

cooking. Great care is needed to ensure a long shelf
life.

https://www.ebay.ph/itm/134247851769

4. Cast Iron is sturdy but must be kept oiled to avoid

rusting. Salad oil without salt or shortening can be
rubbed inside and out and dried.
https://cnlangju.en.made-in-
china.com/product/bKpmirByCHRq/China-Cast-Iron-
Cookware-Camping-Set.html

4
 5.Ceramic and heat-proof glass are used especially for
baking dishes, casseroles, and measuring cups. Glass
and ceramic conduct the heat slowly and evenly.

https://www.amazon.com/Bakers-Casseroles-
Ceramic-
Bakeware/s?keywords=Bakers+%26+Casseroles&rh=n%
3A289671%2Cp_n_material_browse%3A316631011&c=t
s&ts_id=289671

6. A double boiler is used when the temperature must

be kept below boiling point, such as for egg sauces and
puddings, and to keep food warm
without overcooking.
https://www.quora.com/What-s-the-best-pot-for-a-
cheese-fondue-Tempted-by-a-copper-one-but-I-ve-heard-
they-don-t-work-so-well
7. Teflon is a special coating applied inside aluminum or
steel pots and pans. It prevents food from sticking to the
pan. It is easier to wash and clean; don't 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
https://www.slideshare.net/RAMONVENEZUELA1/kitc inside.
hen-tools-and-equipmentpptx

B. Kitchen Tools
1. A baster is handy for returning some of the meat or
poultry juices from the pan to the food. Basting brushes
can be used for the same purpose, but they are also
convenient for buttering the tops of breads and baked
https://gltnhs-tle.weebly.com/lesson-11.html
goods after they come out of the oven.
https://mac-chairs.en.made-in-
china.com/product/kCcxGDOKEMhY/China-Heavy-
Duty-Office-Chair-Nylon-Adjustable-Armrest-with-Metal-
Frame.html
2. Can, bottle, or cartoon opener used to open a food
tin, preferably with a smooth operation and
comfortable grip and turning knob.

https://mac-chairs.en.made-in-
china.com/product/kCcxGDOKEMhY/China-Heavy-
Duty-Office-Chair-Nylon-Adjustable-Armrest-with-Metal-
Frame.html

3. Colanders, also called vegetable filters, are essential

https://pt.slideshare.net/nancymorandante/lesson-4-
tools-utensils-and-equipment-needed-in-egg-
for various tasks, from cleaning vegetables to straining
preparation?next_slideshow=true
pasta or tin contents.

5
 4.Dredgers – are used to shake and sprinkle flour, salt,
and pepper on meat, poultry, and fish.
h ttps://jvrestaurant.com/product/small-hole-dredge-w-
handle-jv/

5. Emery boards/sharpening steel – is used to sharpen

long knives.

https://favors.com/helium-balloon-tank/?f=fav5-32-3352832-5-17-
38-smith%27s+diamond+sharpening+rod

6.Funnels- made of various sizes of stainless steel,

aluminum, or plastic, used to fill jars.

https://www.wikihow-fun.com/Keep-Hobby-Costs-Down

7. Cutting Board is a wooden or plastic board where

meats and vegetables can be cut.

http://thecuratedcrave.com/shop/quirky-bamboo-
cutting-board-with-storage-containers/ 8. Graters are used to grate, shred, slice, and separate
foods such as carrots, cabbage, and cheese.

h ttps://www.alibaba.com/showroom/4-sides-vegetable-
slicer-grater.html
9. Handy Poultry and roasting tools make it easier to
lift a hot roasted turkey from the roaster to the serving
platter without falling apart

https://gltnhs-tle.weebly.com/lesson-11.html
10. Kitchen shears are practical for opening food
packages, cutting tape or string, or removing labels or
tags from items. Other cutting tools, such as box
cutters, are just as handy, especially for opening
packages.
https://chefproknives.3dcartstores.com/zwilling-ja-
henckels-international-5-pc-scissors-set.html

6
 11. A pasta spoon or server transfers a little or a lot of
pasta to a waiting plate without mess. Pasta spoons are
best used with spaghetti or other long pasta noodles.
You can use a large slotted serving spoon for short
https://gltnhs-
portions of pasta.
tle.weebly.com/uploads/9/6/1/1/96118694/k_to_12_
commercial_cooking_learning_module.pdf

12. A potato masher is used for mashing cooked

potatoes, turnips, carrots, or other soft-cooked
vegetables.

https://www.reddit.com/r/food/comments/awobd/is_
the_garlic_press_a_devilish_invention/

13. Rotary eggbeater – used for beating small

quantities of eggs or batter. The beaters should be
made of stainless steel.

https://www.ebay.com/itm/285871004880?chn=ps&
mkevt=1&mkcid=28

14. Scraper - a rubber or silicone tool to blend or

scrape the food from the bowl, metal, silicone, or
plastic egg turners or flippers

https://quizizz.com/admin/quiz/5e8088f8dd370f001b
03a359/tools-and-equipment-for-processing-food

15. Seafood serving tools make cleaning seafood and

removing the shell much more accessible. For cooking
seafood, utensils will vary depending on what you are
cooking.

https://www.walmart.com/ip/Amco-8-piece-Stainless-
Steel-Constructed-Seafood-Serving-Set/49424681

16. Spatula – is used to level off ingredients when

measuring and to spread frostings and sandwich
fillings.

https://bakesupplyplus.com/products/fd-offset-
spatulas

7
 17. Two-tine fork – used to hold meats while slicing
and to turn solid pieces of meat while browning or
cooking. Made of stainless steel and with a heat-proof
handle.
https://quizlet.com/216031750/cooking-utensils-list-
that-every-kitchen-needs-flash-cards/

18. Wooden spoons are used for creaming, stirring,

and mixing. They should be made of hardwood.

http://paddustiphouse.blogspot.com/2014/05/list-of-
spoons.html

C. Measuring Tools
1. Measuring spoons are used to measure small
quantities of dry and liquid ingredients.

https://en.wikipedia.org/wiki/List_of_food_p
reparation_utensils
2. Measuring cups and spoons for dry ingredients
- 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,
1⁄2, 3⁄4, and 1⁄4 (nested cups) to one gallon. warp,
https://www.ifyougiveablondeakitchen.com/b
aking-tools-for-measuring/ causing inaccurate measurements.

3. Measuring cups for liquid ingredients are

commonly made of transparent, heat-proof glass so
that liquid can be seen. The quantity of liquid
https://www.slideshare.net/slideshow/tletools ingredients measured is different in a dry measuring
pptx/256706472
cup.
4. Portion scales – are used to weigh serving
portions from one ounce to one pound.

http://www.americanprestocorp.com/Prod
ucts.asp?Class1=MEASURING+TOOL

8
 5. Household Scales – are used to weigh large
quantities of ingredients in kilos, commonly in rice,
flour, sugar, legumes or vegetables, and meat up to
25 pounds.
https://www.carousell.com.my/p/antique-
mechanical-clock-silverplated-on-heavy-solid-
brass-made-in-france-1169061726/

6. Temperature scales – are used to measure heat

intensity. Different thermometers are used for
various purposes in food preparation – for meat,
candy, or deep-fat frying.
https://www.thekitchn.com/kitchen-tools-
oven-thermometer-137544

7. Scoops or dippers are used to measure

servings of soft foods, such as fillings, ice cream,
and mashed potatoes.
https://www.facebook.com/p/B-B-Auction-
100057666720334/

D. Cutting Tools: There are many knives, each with a specialized use.
1, Butcher knife – is 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 heavy blades with a saber or flat
grind.
https://quizlet.com/432516618/types-of-
knives-flash-cards/

2. French knife – is used to chop, dice, or mince

food. Heavy knives have a saber or flat grind.

https://www.barettaprovision.com/for-the-
public.html

9
 3. Roast beef slicer – is used to slice roasts, ham,
and thick, solid cuts of meats.

https://www.knivesandtools.com/en/pt/-
wusthof-gourmet-steak-knife-12-cm.htm

4. Kitchen knives, often referred to as cook's or

chef's tools, are a must for all kitchen tasks,
from peeling an onion and slicing carrots to
carving a roast or turkey.

https://dir.indiamart.com/mumbai/cutlery-
knives.html?biz=10

5. Citrus Knife - is used to section citrus fruits. The

blade has two-sided, serrated edge.

https://www.modbed.com/store/p236/Knibb
le_Lite.html

7. Paring knife – is used to core, peel, and section

fruits and vegetables. Blades are short and concave
with hollow ground.

https://www.walmart.com/ip/Six-Piece-
Paring-Knife-Set/41766671

8. A vegetable peeler is used to scrape vegetables,

such as carrots and potatoes, and to peel fruits. The
best ones are stainless steel with a sharp double
blade that swivels
https://www.slideshare.net/slideshow/tletoo
lspptx/256706472

E. 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 as a range or a refrigerator. Equipment like ranges, ovens, and refrigerators
(conventional, convection, and microwave) are mandatory in the kitchen or any
food establishment.
10
 1. Refrigerators/freezers –A refrigerator or freezer is
an insulated box equipped with a refrigeration unit
and controls to maintain the proper inside
temperature for food storage.
https://www.facebook.com/Best.Brain.Tease
rs/posts/why-did-navjot-singh-sidhu-put-the-
new-january-calendar-in-the-freezersource-
htt/1608938629129067/

2. Oven - a chamber or compartment used for

cooking, baking, heating, or drying.

https://urbanez.com.my/bertazzoni-la-
germania-tud-5c-61-a-x-futura-series-90cm-
range-cooker
3. Microwave ovens have significantly 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
https://slideplayer.com/slide/5969808/
ovens.
4. 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
https://www.freepik.com/premium- pans are utilized most commonly in big food
vector/metallic-kitchen-appliances-blender-
toaster-coffee-machine-meat-ginder-kettle- establishments, some with specialized uses and some
isolated_136577152.htm
are optional.
5. Blenders are used to chop, blend, mix, whip,
puree, grate, and liquefy all kinds of food. A blender
is a handy appliance. They vary in the amount of
power (voltage/wattage).

https://theblendtrend.wordpress.com/

6. Food Processor - To puree’ cooked food, chopped

nuts, and emulsify sauces. Special disks that slice,
shred like julienne foods can be added.

https://techinfus.com/expert/en/article/re
views/opisanie-kuhonnogo-kombajna-
kenwood-fp925.html

11
Day 2
SUB-TOPIC 2: Food Service Tools and Equipment
1. Explicitation: Picture Analysis

https://www.theknot.com/marketplace/el https://luxelistreviews.com/blog/pa
mina-catering-and-event-management-fort- https://www.youtube.com/watch?v=f29Hn
ge/53/
washington-ma-245985 t9JaUI
Picture 1 Picture 2 Picture 3
Question/s: Question/s: Question/s:
• Can anyone describe • Where do we usually
• Can somebody mention
what you can see in find this table set up?
all the table wares in the
this picture? picture?
• Follow-up question: Do • Follow-up Question: Do
you know what we call you know what we call
those big tablewares tableware by its use and
where served foods are features?
placed?
2. Worked Example:
Do you have any idea/s where we usually see these table set-ups? What do you
think those shown photos are trying to imply to us?
3. Lesson Activity:
Yesterday, we tackled different food preparation and kitchen tools. To continue
today, we will discuss the various tools, utensils, and equipment that are usually
used in any food service establishments or at home when food is served on the
table for us to eat. From the photos shown a while ago, can you mention some
tableware you can find in any food service establishments you could have already
dined in?
Lecture/Discussion:
Holloware – is used to hold foods and with hollow space. It is a hollow container
made from silver metal material tableware such as sugar bowls, coffee creamers,
coffee pots, teapots, soup tureens, hot food covers, water jugs, platters, butter pat
plates, and other metal items that went with the dishware on a table, where dishes
or foods during special occasions are placed.

12
 learners can act out some
scenario/s at home that deal with
washing the dishes through a
pantomime (acting without talking).
Learners may volunteer to present
at least two scenarios showing
Chafing dish, silver food vessel/container proper maintenance of kitchen
tools, utensils, and equipment
Flatware refers to table utensils made from silver, acrylic, plastic, and stainless
they are applying in their homes.
steel used to hold, serve, and eat foods, such as spoons, forks, knives, and plates
designed flat to be placed on the table. • Then, the teacher will process
the pantomime activity by
calling some students to
interpret what the two
performers have shown
regarding the proper
Source:https://www.allrecipes.com/article/flatware-vs-silverware/ maintenance of food
Glassware is an object made of glass used for drinking liquids or beverages. preparation tools, utensils,
and equipment.
For the learners to clearly
understand the lesson topic for the
day, a detailed explanation of
proper cleaning, sanitizing, and
Source https://en.wikipedia.org/wiki/List_of_glassware Facebook, Shenker Genova storing kitchen tools, utensils, and
quipment will be given
e

As the teacher discusses the topic,

she can relate some real-life
situations related to the day’s
Source Source https://www.freepik.com/free-photo/top-view-cutlery- to pic.
https://dictionary.cambridge.org/us/dictionary/english/c arrangement_29800944.htm
rockery

Crockery or Chinaware – often refers to Cutlery refers to hand-held table

tableware made from a ceramic material implements used by guests for cutting and
usually made in China. These are the eating food. It includes spoons, forks,
plates (dinner plate, breakfast plate, knives, and tongs.
salad plate, bread plate), cups, saucers, The teacher can also ask some
and dishes used during meals. learner/s to share their real-life
Source https://dictionary.cambridge.org/us/dictionary/english/crockery
experiences on how they
performed their roles in washing

13
(To apply what the students learned during the lesson, an additional activity
will be given. See worksheet #1 for the activity which students will accomplish.)

DAY 3
SUB-TOPIC 3: Proper Maintenance of Kitchen or Food Preparation Tools,
Utensils and Equipment

1. Explicitation: Picture Analysis

Question: Can anyone from the class describe
what the photo would like to tell us?

https://www.waterpumpsdirect.com/stories/731-Top-Rated-and-
Best-Selling-Well-Pumps.html

2. Worked Example:
The teacher then relates the response/s of the learners on how they maintain their
kitchen or food preparation tools, utensils, and equipment at home.
Follow-up Questions:
1. Are you helping your mom clean or wash the dishes after eating your meals
at home?
2. Why must you clean and sanitize all your kitchen tools, utensils, and
equipment at home?

3. Lesson Activity:
The teacher will ask the learners to describe the
posted photo.

https://home.howstuffworks.com/home-improvement/household-
hints-tips/cleaning-organizing/how-to-maintain-a-fresh-
bathroom.htm

Definition of Cleaning - Cleaning and sanitizing procedures must be a part of the

standard operating procedures that comprise your food safety program. Improperly
cleaned and sanitized surfaces allow harmful microorganisms to be transferred
from one food to another.
1. Cleaning removes food and other soil types from a surface, such as a dish,
glass, or cutting board. Cleaning is done with a cleaning agent that eliminates
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 utensils that food normally comes
14
 into contact with.) 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 easier.
Categories of Cleaning Agents:
a. Detergents – Routinely wash tableware, surfaces, and equipment.
Detergents can penetrate soil quickly and soften it. Examples include
dishwashing detergent and automatic dishwasher detergent.
b. Solvent cleaners – Use periodically on surfaces where grease has burned.
Solvent cleaners are often called degreasers.
c. Acid cleaners – Use periodically on mineral deposits and other soils that
detergents cannot remove. These cleaners often remove scale in washing
machines and steam tables.
d. Abrasive cleaners – Use these cleaners to remove heavy accumulations of
soil that are difficult to remove with detergents. Some abrasive cleaners also
disinfect. If not properly cleaned food that comes into contact with these
surfaces could become contaminated.

https://www.pinterest.com/p https://commons.wikimedia. https://www.powerhousehydr

in/553098397979773312/ org/wiki/Category:Sodium_hy oponics.com/how-to-clean-
Detergents & Solvent Cleaners droxide your-hydroponic-system/
Acid Cleaners Abrasive Cleaners

2. Sanitizing Methods
Sanitizing is done using heat, radiation, or chemicals. Heat and chemicals
are commonly used to sanitize a restaurant; radiation is rarely used. The item
to be sanitized must first be washed 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 adequately cleaned.
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 171°F (77°C). If a high-temperature ware washing machine is
used to sanitize cleaned dishes, the final sanitizing rinse must be at least
15
 180°F (82°C). For stationary racks, single-temperature machines must be at
least 165oF (74°C). Cleaned items must be exposed to these temperatures for
at least 30 seconds.
Chemicals. Approved chemical sanitizers are chlorine, iodine, and quaternary
ammonium. Different factors influence the effectiveness of chemical sanitizers.
The three factors that must be considered are:
1. Concentration -- Too little sanitizer will result in an inadequate
reduction of harmful microorganisms. Too much can be toxic.
2. Temperature – Generally, chemical sanitizers work best in water that is
between 55°F (13°C) and 120°F (49°C).
3. Contact time -- 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.
A. Cleaning and sanitizing utensils:
There are three steps needed to clean and sanitize utensils effectively.
1. Cutting boards, bowls, and knives must be thoroughly washed in
warm, soapy water. After washing, the utensils should look clean, with
no food or anything else visible. Effective cleaning will remove most of the
dangerous bacteria present. Sanitizing will then kill any that might
remain.
2. A dishwasher sanitizes effectively if it has a hot wash and drying cycle. If
you do not have a dishwasher, you must sanitize in a sink using a
chemical sanitizer or boiling 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 differently. If you are using boiling 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 also be used. Be
sure that the tea towels are clean, though.
3. If you are washing up at an event being held outdoors, ensure 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 should
be provided to last the duration of the event so that
washing up is unnecessary.
B. Cleaning kitchen premises: Cleaning your kitchen regularly is vital to keep
it looking its best and remove all the germs and bacteria that accumulate
periodically in the kitchen a rea. There are several surfaces around the kitchen,

16
 and by making a homemade 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.
C. Storing of Washed Utensils
1. They should be stored in a clean, dry place
that is adequately protected against
vermin and other sources of
contamination.
2. Cups, bowls, and glasses must be inverted
for storage.
https://www.flickr.com/photos/108441623@N02/

3. When not stored in closed cupboards or

lockers, utensils and containers must be
covered or inverted whenever possible.
Utensils must be held on the bottom
shelves of open cabinets below the working
top level.
https://www.pinterest.com/branicka0581/
4. Racks, trays, and shelves must be made of imperious, corrosive-resistant
materials, non-toxic, smooth, durable, and resistant to chipping.
5. Drawers must be made of the same materials and kept clean. Full-lined
drawers are not acceptable, but using clean and removable towels for
lining drawers is acceptable.
D. 10 Steps for Organizing Kitchen Cabinets
One easy and satisfying place to start is kitchen cabinets.
1. Pretend it has a glass door, and everyone will see what's inside from now on.
2. Take a look at the photos above for inspiration.
3. Remove EVERYTHING and scrub the shelves with some soapy water.
4. If you are a contact paper type, rip out the old one and replace it with a new
one.
5. Take anything you don't use anymore.
6. Think about what you reach most often and ensure it is placed in a position
that's easy to get.
7. Arrange everything in places that make you happy.
8. Perhaps take a cabinet full of glasses and line them up by color. Make sure
all fronts are facing out and straight, Jeff Lewis-style.
9. Take a step back after one shelf is done.
10.Make someone else look at what you've done.

17
 D. Making DAY 4
Generalizations 1. Learners’ Takeaways:
Keywords to construct generalizations:
Equipment Valuable Maintenance Will prolong
Tools Proper Cleaning Drying
Utensils Use Sanitizing Storing
Food preparation Kitchen Foodservice Correct
Generalization: Proper use and maintenance of food preparation or kitchen and
food service tools, utensils, and equipment by correct cleaning, sanitizing,
drying, and storing procedures will help prolong their use.
2. Reflection on Learning
Learners will be given cut-shaped colored paper of some kitchen tools, utensils,
and equipment. From there, they will write the acquired values they learned
from the day’s lessons. Then, the learner/s will share what was written on their
shaped paper with the class. And post it on the board.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating 1. Formative Assessment: Classification

Learning Direction: Classify the following items for food preparation and food service tools,
utensils, and equipment by supplying the items in the table below. (10pts)

Crockery or Holloware Glassware Cutlery

Chinaware

Knives Food tongs Plates Spoons Chafing Dish

Knives Forks Teapot Cups Collins Glass

2. Homework (Optional)

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

18
 7

Quarter 3
Lesson Exemplar Lesson

for TLE 6

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

TLE/ QUARTER 3/ GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learner demonstrates an understanding of the fundamentals of the hospitality and tourism industry.
Standards

B. Performance
After this lesson, the learners are expected to apply food preparation and service skills following safety precautions.
Standards

C. Learning Learning Competency:

Competencies Demonstrate the basic table napkin folding correctly.
and Objectives Learning Objectives:
After the day’s lessons, the learners are expected to:
1. Identify the seven (7) basic table napkin folding.
2. Clearly explain the purpose of table napkins in the fine dining area when eating, considering each size.
3. Demonstrate how to do the actual table napkin folding following the procedure properly.
4. Express one’s interest while doing the actual table napkin folding hands-on activity.

D. Content Table Napkin Folds

E. Integration Correctly following the folding basic table napkin design procedure will ensure good quality hands-on performance
results.
This lesson can be integrated and related to:
SDG 12: Responsible Consumption and Production: Emphasizing the value of acquiring knowledge and skills in
making table napkin folds that give a pleasing table setting arrangement and protect the diner from food and drink
spills when taking a meal.

II. LEARNING RESOURCES

Admiral Maritime Training Institute of the Philippines Inc.. (n.d.). Basic Catering Management Course Workbook and Manual pp. 52-56
Animated Napkins. (2014, February). Napkin folding | How to make an artichoke [Video]. YouTube.
https://www.youtube.com/watch?v=HtiS1k8Z5Wk
California Linen Services. (n.d.). Pyramid Napkin Folding | Printable instructions for Linen Napkins. https://calinen.com/fld-pyramid/
Castro, L.A. (2016) Teacher-made module in Food and Beverage Service pp.43-80

1
 Charie Potter. (2019, November). Banana Napkin Fold (Table Napkin Folding) [Video]. YouTube.
https://www.youtube.com/watch?v=Psj3EHqllX4
Christine Dianne Lumba. (2021, October). 7 BASIC NAPKIN FOLDING [Video]. YouTube. https://www.youtube.com/watch?v=mAvj3PNQPWw
Epic Napkin Folding. (2020, May). Bishop’s Hat / Crown Napkin Folding Tutorial - 1 minute video Tutorial - Episode 33 [Video]. YouTube.
https://www.youtube.com/watch?v=k5-j8rMtkDA
Grogono, A. (n.d.). Napkin folding | 40 Best Methods | How to fold napkins animations. https://www.animatednapkins.com/
HowToFoldNapkins. (2013, July). How to fold napkins - Pyramid fold (Napkin folding video) [Video]. YouTube.
https://www.youtube.com/watch?v=Ab7dg3EhZo8
IST EDUCTV. (2012, December 9). [Module 3 Lesson 3] Sailing Boat Napkin fold [Video]. YouTube.
https://www.youtube.com/watch?v=GLjIHwuT_Ds
Real Simple. (2009, October 29). Real simple how to: Fan-Fold a napkin [Video]. YouTube. https://www.youtube.com/watch?v=xehUET4z0BY
Roldan, A.S., Edica, B.T. (2018). Food Service and Bartending (Revised Edition). Published by AR Skills Development & Management Services
Inc. pp.149-158
William Hanson. (2015, February 2). All about napkins [Video]. YouTube. https://www.youtube.com/watch?v=fWFF4gDIrzA

III. TEACHING AND LEARNING PROCEDURE NOTES O TEACHERS

T
A. Activating Prior DAY 1
Knowledge 1. Short Review:
Before we proceed with today’s lesson, let us first review the different kitchen checked after the learners
or food preparation tools, utensils, and equipment. finished answering it.

Matching Type: Match column A to column B. Write only the letter of the
correct answer in the space provided before each number.
1. C
A B
2. E
3. D
4. B
5. A
1.
A. Oven
The teacher may ask the class if
they still have question/s about
the previous lessons.

2
 2. B. Measuring
spoons

3.
C. Baster

D. Dredgers
4.

E. Colanders
5.

2. Feedback
• Before we proceed to today's lesson, is there any clarification you would
like to ask?
• Why do you think we need to familiarize ourselves with the different
kitchen tools, utensils, and equipment at home?
3
 • Are there any other questions you would like to clarify about our previous
lesson on food preparation and service tools, utensils, and equipment?

B. Establishing 1. Lesson Purpose:

Lesson Purpose
At the end of the lesson, the students will be able to:
● Identify the basic table napkin folds usually seen on the fine dining
table.
● Explain each table napkin's different sizes and purpose when taking
foods and drinks.
● Demonstrate the proper way of different basic table napkin folding
designs.
● Emphasize the importance of acquiring knowledge and skills in table
napkin folding once applied in real-life situations like setting the
dining or presidential table during special occasions.
2. Unlocking Content Area Vocabulary
Definition of Terms:
• Napkin – is one of the most striking elements you can put on a table
for designing atmosphere and for protection from any food and drinks
spill. We have napkins for any occasion - from an informal breakfast to
a festive dinner.
• Table Napkin - a small piece of cloth or paper, usually square, placed
on the lap, used to wipe the lips when eating and it also protect our
clothes from food or drink spill.
• Table Napkin Folding - is a type of decorative folding done with
a napkin. It can be done as art or as a hobby. Napkin folding is most
commonly encountered as a table decoration in a restaurants or hotels.

C. Developing and DAY 2-3

Deepening Picture Analysis – the teacher
Understanding SUB-TOPIC 1: Basic Table Napkin Folds may ask their students to
1. Explicitation: Picture Analysis describe the photo posted.

Do you have some idea/s on the photo on the The teacher can make the
board or PowerPoint? attached photo bigger once

4
2. Worked Example:
How do we call those colorful folded napkins on the table? Were you able to try
folding napkins on the table? When was that?

3. Lesson Activity:
Lecture/Discussion:
What are the 7 Basic table napkin folds?
1. Banana is one of the easiest ways to learn basic table napkin folds a
beginner table service attendant must learn. Here is how to do it. Let us
watch this video. https://www.youtube.com/watch?v=Psj3EHqllX4

California Linen Services

Steps in making Banana table napkin folds.

1. Position the cloth napkin on the table like a diamond flat.
2. To create a triangle-shaped fold, Fold the cloth outward by meeting one
lower corner endpoint to the upper corner endpoint.
3. Fold the left and right endpoints at the sides going at the upper center part.
4. Then, fold the lower end point upward, approximately one and a half
inches.
5. Turn it over and insert or tuck in the left and right lower-end points on the
open part of the cloth below to secure the folds. Then, pull the upper cloth
downward as if you are peeling the banana.

2. Candle – also considered one of the primary table napkin folds learners
must know how to do. Let us watch this video. www.AnimatedNapkins.com

5
 How to Make a Single Candle Napkin
Fold
.

Steps in making candle table napkin folds.

1. Position the cloth napkin on the table like a diamond flat.
2. Take the upper end point towards you, meeting from one end to the other.
3. Fold the upper folded part approximately 1 inch and position the cloth
vertically; the pointed part must be at the left side, then the folded part
must be positioned underneath.
4. Then roll it over and put it on the table standing.
5. fold the upper part of the fabric downward to make it look like a real candle.
3. Pyramid – the quickest and easiest table napkin folds.
Let us watch this video. https://www.youtube.com/watch?v=Ab7dg3EhZo8

https://calinen.com/fld-pyramid/

Steps in Making Pyramid Table Napkin Folds

1. Fold the napkin half diagonally.
2. Fold corners to meet top points.
3. Turn it over and fold it again in half, meeting at the upper center part of
the cloth.
4. As shown in the photo above, meet up at the center and position it on top
of the dinner plate.
4. Sailing Boat – is another basic napkin fold that is easy to make.

6
Let us watch this video: https://www.youtube.com/watch?v=GLjIHwuT_Ds

Steps in Making a Sailing Boat Table Napkin Folds

1. Position the table napkin cloth in a diamond way.
2. Fold the bottom endpoint outward to the upper-end point part of the cloth
to make it a triangle shape.
3. Roll the lower part outward three times.
4. And let it stand firm like a sailing boat.
5. Bishop’s Hat – is one of the basic table napkin folds. Let’s watch this video.
Youtube. https://www.youtube.com/watch?v=k5-j8rMtkDA

The inserted photos were made by Dr. Lorena A. Castro.

PNU, Manila. December 29, 2023
Note: Step 1 is from the upper left photo, followed by the 2nd and 3rd steps
to the right, then the 4th to 6th steps are the photos in the middle below
going to the right, and the 7th to 9th steps are the three photos at the bottom.
The final output is the only photo placed on the left side.
Steps in Making Bishop’s Hat Table Napkin Folds
1. Lay the napkin on a flat surface in front of you.
2. Fold the napkin in half, ensuring the open end is towards you.
3. Fold the right corner diagonally towards you.
4. Repeat the same by folding the left corner away from you so it will meet
in the middle with the right folds you did a while ago.

7
 5. Flip the napkin over and lay it in a way that points to the far left and the
near right.
6. Fold the bottom half of the napkin up outward from you, laying it flat as
edges lay on top of one other.
7. Take underneath the napkin and pull out the flap on the right, making
the near side come to two points, as seen in the picture.
8. Gently fold the left half of the left triangle over and tuck its end
underneath the right triangle.
9. Flip the napkin over, pointing away from you; fold the right triangle to the
left, tucking its end into the other triangle, just like you did on the other
side a while ago.
10. Open up the hat and press the material inside to fill it out so that it
becomes circular, and let it stand firmly.
6. Fan with Stand – this is also one of the basic table napkin folds that is
easy to make. Let’s watch this video on YouTube.
https://www.youtube.com/watch?v=xehUET4z0BY

The inserted photos were made by Dr. Lorena A. Castro.

PNU, Manila. December 29, 2023
Note: Step 1 is from the upper left photo, followed by the 2nd and 3rd steps
to the right, then the 4th to 6th steps are the photos in the middle below
going to the right, and the 7th to 9th steps are the three photos at the bottom.
The final output is the only photo placed on the left side.
Steps in making Fan with Stand Folds
1. Lay the napkin flat on a flat surface.
2. Fold into half lengthwise towards you.
3. Apply accordion folds from one end at about 1-inch fold, leaving at least
1/3 part of the napkin.

8
 4. Then flip it over in half, lengthwise. Leaving the remaining 1/3 part on
the other end of the napkin.
5. As you flip, fold the remaining cloth into the lower part of the accordion
folds.
6. Make sure the folded part is secure or make the fan stand still.
7. Check the folded lower part of the remaining 1/3 of the napkin.
8. Then position the table napkin being called a fan with a stand.
9. Let it stand with a stand-folded table napkin for a while to ensure a fan's
durable and good-quality output.
10. The photo on the left side served as the final expected output of the Fand
with the Stand table napkin design.
7. Artichoke – this is the last basic table napkin fold design. It is usually
placed on top of the dinner plate. Let’s watch this video first.
YouTube. https://www.youtube.com/watch?v=HtiS1k8Z5Wk

The inserted photos were made by Dr. Lorena A. Castro.

PNU, Manila. December 29, 2023

Note: Photos at the right from the upper part are where the 1st step starts,
followed by the 2nd step to the 3rd step to the right. Photos below are from the
left, the 4th step, and the 5th to 6th step to the right. The final output can be
found on the first separate photo on the left.
Steps in Making Artichoke/Lotus Table Napkin Folding
1. Lay the table napkin cloth on a flat surface.
2. Fold all four (4) corner endpoints to the center part of the napkin.
3. Flip the napkin, and repeat the same procedure you did on number 2.
4. Pull the endpoints of the four corners underneath the napkin to form the
shape of a lotus flower.

9
 5. You finally have your final output in the abovementioned photo.

SUB-TOPIC 2: Different Sizes of Table Napkins

1. Explicitation: Picture Analysis

Possible response/s of the

Question: Can anyone describe what you can see in this picture? learner/s:
2. Worked Example: ● The picture shows different
designs and colors of the
Do you know why table napkins vary in size? three table napkins.
Watch this video to discover why table napkins vary in size and color. YouTube: ● It shows that the 1st table
William Hanson. (2015, February 2). All about napkins [Video]. YouTube. napkin on the left is
https://www.youtube.com/watch?v=fWFF4gDIrzA smaller than the white
Question: napkin on the right.
Do you remember any critical information Mr. William Hanson mentioned
about table napkin sizes?
3. Lesson Activity: After viewing the video, the
Lecture/Discussion teacher will ask the learners a
Table napkins are used for different purposes when eating food and taking motivating question.
drinks; napkins also create an appealing purpose in any home and fine dining
food service establishments or restaurants since they are also used to give an
inviting dining table and make the table setting look more appealing and
attractive. The type of napkin you will need, and the size must be considered
by the occasion or event that will happen or celebrate.

Common Types and Sizes of Table Napkins

10
 Beverage napkins are used in bars and
restaurants; they are designed underneath a
drink or cocktail glass to absorb any drips from
condensation, ensuring the surface remains
clean and dry. These napkins can also gently
dab the sides of one’s mouth to remove drink
residue. Food and beverage staff can also use
beverage napkins for carrying plates and other
serving dishes to help prevent the transfer of
germs and protect their hands from hot
surfaces.
● The size of a beverage napkin will be 10
inches by 10 inches. But when quarterly
folded, its final size becomes 5 inches by 5
inches.

Dinner Napkins - are typically reusable and

made from fabric, unlike paper-based disposable
napkins. Their sizes vary, ranging from 16
inches by 16 inches to 22 inches by 22
inches.

These napkins are fabric-made, so they don’t

come pre-folded to allow creative folding designs
depending on one’s/customers' discretion.
Smaller sizes of napkins are 16” x 16”. 17” x 17” and 18” x 18” are suitable for
encasing cutlery in the folded napkins.
It is important to note that the larger the size of the napkin to be used,
measuring 22” × 22” inches, the more formal the dinner event, which means a
highly prestigious dining experience it will bring to the guests.

11
 Luncheon Napkins – These are usually made from
paper and are single-use napkins. They are a little
larger than beverage napkins and are popularly
used for children’s birthday parties. They are
advised to be used for serving small slices of cake
and intended to wipe children’s hands after they
have eaten a light meal.

When not folded fully, these napkins measure 13

inches by 13 inches, but when bought by pack,
luncheon napkins, once folded in a quarter fold,
will result in the final measurement of 6.5 inches
by 6.5 inches.

DAY 3
SUB-TOPIC 3: Individualized Actual Table Napkin Folding Performance Test
1. Explicitation:
For us to find out if you have learned the skills in table napkin folding, you will
take a performance or practical examination for today. But before we proceed, let
me ask if you are ready for the practical test.

2. Worked Example:
Let us watch this video on performing the seven basic table napkins to serve as
your guide since you will be given only 2 minutes to accomplish or finish the seven
folds. Access the link in YouTube.
Christine Dianne Lumba. (2021, October). 7 BASIC NAPKIN FOLDING [Video].
YouTube. https://www.youtube.com/watch?v=mAvj3PNQPWw

3. Lesson Activity:
Before the individualized practicum test, the teacher will give the guidelines and
explain how the learners will be graded using a rating scorecard.
(See worksheet #1 for the activity which students will accomplish.)

Guidelines for taking the practicum in performing the 7 Basic Table Napkin
Folding.

12
 1. Learners will be listed on a small piece of paper for a draw-lot set-up.
2. Once the name is called, the learner will approach the teacher's table and lay
the napkin flat on the table.
3. After the teacher sets the timer (for 2 minutes only), say go! That’s the time
the learner will start performing the table napkin folding.
4. And once the teacher says stop, time is up. The learner will stop, and the
teacher will announce the grade the learner got based on the number of times
table napkin folding was performed.

D. Making DAY 4
Generalizations 1. Learners’ Takeaways:
After the teacher’s demonstration, discussion, and actual learner’s individualized
practicum on table napkin folding, can you imagine any object or symbol that will
express the learnings you gained from our day’s lesson on basic table napkin
folding?

Generalization: Knowledge and skills gained about basic napkin folding and how
to do it will help us apply it in real-life situations. When there are special occasions
or events to celebrate, we can set up the table and add beauty to the dining table
by creating or making different basic or even fancy table napkin folding.

2. Reflection on Learning
Learners will be given enough time to think and reflect on the importance of
learning how to make the different table napkins, fold them, and realize the value
of the acquired knowledge on different sizes and the purpose of each napkin size,
using it appropriately when eating.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment: The teacher will check the drawing

Learning Enumeration with supporting drawing and rate it depending on the
Direction: Give at least 5 out of 7 Basic Table Napkin Folding and draw each scorecard.
using a type of writing paper and a pencil with an eraser. Label each table
napkin design or folds. (2pts. each) Drawings made are neat and
Important Word to Ponder: adequately labeled – 2 points.

13
 ● Patience is the ability to remain patient and do what you think you should
do the best way possible to accomplish something with gladness. It also
builds self-esteem by performing something with self-confidence, yet it
accepts one’s mistakes, is ready to be corrected, and makes appropriate
actions for self-improvement.

2. Homework (Optional)

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

C. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

14
 7

Quarter 3
Lesson Exemplar Lesson

for TLE 7

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

TLE/ QUARTER 3/GRADE 7
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
Demonstrate an understanding of the fundamentals of the hospitality and tourism industry.
Standards

B. Performance
The learners apply skills in food preparation and services following safety precautions.
Standards

C. Learning Learning Competency:

Competencies Discuss the principles of food selection and preparation.
and Objectives
Lesson Objectives:
After the day’s lessons, the learners are expected to:
1. Identify the various guidelines for food selection and preparation.
2. Distinguish the principles of cooking using heat transfer.
3. Demonstrate food preparation at home or school while following safety precautions.
4. Value the significance of food selection, preparation, and cooking principles in day-to-day living.

D. Content Food Selection, Preparation, and Cooking

• Guidelines in food selection
• Guidelines in food preparation
Principles of Cooking
• Heat transfer
• Effects of heat

E. Integration SDG 4: Quality Education: 4.1 Ensure all girls and boys complete free, equitable, quality primary and secondary
education, leading to relevant and effective learning outcomes.
SDG 12: Responsible Consumption and Production: 12.2 Achieve the sustainable management and efficient use of
natural resources.
Grade 7 learners will learn the appropriate selection, preparation, and cooking of food that may ensure the good health
and well-being of individuals of all ages. It also ensures sustainable consumption and avoids unnecessary food waste
and natural resources.

1
II. LEARNING RESOURCES

Food Slide The Hotel Management Kitchen. (n.d.). Methods of Cooking Videos. YouTube. https://www.youtube.com/@Food_slide
Flores, Eva N. (2014). Food Selection, Preparation and Cooking 2nd Edition. Wiseman's Books Trading, Incorporated. Quezon City, Metro Manila
Tan, N. (2013, August 22). K to 12 basic education curriculum TLE learning module: Commercial cooking. SlideShare. https://k-to-12-commercial-
cooking-learning-module
Food Slide The Hotel Management Kitchen. (2018a, June 18). Methods of cooking Part 1 || Dry Methods Of Cooking || Types of Cooking Methods
| cooking technique [Video]. YouTube. https://www.youtube.com/watch?v=14qc7F_rJcY
Food Slide The Hotel Management Kitchen. (2018b, June 24). Methods of Cooking Part 2 || Moist Method Of cooking || Moist Cooking Techniques
|| Types Of Cooking [Video]. YouTube. https://www.youtube.com/watch?v=NU07K-QFK8Y
Healthy Lifestyle Community. (2014, August 28). How an unhealthy diet affects your body [Video]. YouTube.
https://www.youtube.com/watch?v=hy1JHN_yFVc
NHLBI. (2012, December 3). Basic food preparation techniques [Video]. YouTube. https://www.youtube.com/watch?v=Gk-znewUD64
Science Journal for Kids. (2022, July 13). E46: What makes you choose the food you eat? [SJK Audio Edition] [Video]. YouTube.
https://www.youtube.com/watch?v=nizD88jGAbE

III. TEACHING AND LEARNING PROCEDURE NOTES T O TEACHERS

A. Activating Prior DAY 1 The teacher will ask the

students
Knowledge to analyze the photos and
1. Short Review identify the names of the napkin
Matching Type folds as shown in the picture.
Direction: Identify each table napkin fold with answers in column B.
Column A Column B Answer key:
1. B. Pyramid Napkin Fold
2. C. Shirt Napkin Fold
3. A. Bishop’s hat Napkin Fold
A. Bishop’s hat Napkin Fold 4. E. Pocket Napkin Fold
5. D. Envelope Napkin Fold
1.

2
 B. Pyramid Napkin Fold

2.

C. Shirt Napkin Fold

3.

D. Envelope Napkin Fold

4.

E. Pocket Napkin Fold

5.

2. Feedback
Do you still have other queries or clarification about our previous lessons?

B. Establishing 1. Lesson Purpose The teacher could either play the

Lesson Purpose Healthy Lifestyle Community. (2014, August 28). How an unhealthy diet video showing how improper
affects your body [Video]. YouTube. food selection, preparation, and
https://www.youtube.com/watch?v=hy1JHN_yFVc cooking affect human health or
ask the students to describe the

3
 A B

2. Unlocking Content Area Vocabulary

• Food Selection – refers to the process of choosing and deciding which foods
to consume. It involves deciding the types of foods, ingredients, and dishes
that individuals or communities will include in their diet. Various factors,
including personal preferences, cultural practices, nutritional needs, health
considerations, availability of food, and economic factors influence food
selection.
• Food Preparation – refers to the actions and processes involved in
transforming raw ingredients into a finished dish ready to be consumed. It
encompasses various activities, from cleaning and chopping ingredients to
cooking, seasoning, and presenting the final product. Food preparation is a
crucial aspect of culinary arts and integral to home cooking and professional
food service.
• Principles in Cooking – refer to fundamental guidelines and concepts that
form the basis for creating successful and well-executed dishes. These
principles guide cooks and chefs in food preparation, helping them
understand the science, techniques, and artistry involved in the culinary
process.
• Heat transfer – is the process by which thermal energy is exchanged
between two physical systems or regions due to a temperature difference.
The fundamental principle behind heat transfer is that heat flows from areas
of higher temperature to lower temperature regions. The primary methods of
heat transfer are conduction, convection, and radiation.
• Conduction – is the transfer of heat through direct contact between particles
within a substance. In materials such as metals, where particles are closely
packed, the kinetic energy of heated particles is transferred to neighboring
particles, causing them to vibrate and pass on the heat. Good conductors,
like metals, allow heat to travel efficiently.

4
 • Convection – involves the transfer of heat through the movement of fluids
(liquids or gases). When a fluid is heated, it becomes less dense and rises,
creating a flow. As the fluid moves, it carries heat with it. The fluid becomes
denser and sinks in a cooling process, completing the convection cycle.
Convection is commonly observed in activities such as boiling water or the
circulation of air currents.
• Radiation – is the transfer of heat in the form of electromagnetic waves
without needing a medium. Unlike conduction and convection, which require
a material medium, radiation can occur through a vacuum. The Sun's energy
reaching the Earth is an example of radiation. All objects above absolute zero
emit thermal radiation, and the emission rate depends on the object's
temperature and surface properties.

C. Developing and SUB-TOPIC 1: Guidelines in Food Selection (Good for one meeting)
Deepening
Understanding 1. Explicitation:
What are the things that need to be considered when selecting food?

2. Worked Example:
Present and discuss the various guidelines or factors in selecting food for the
class.

2.1 (a) Sensory: Choosing foods based on how they look, feel, sound, taste, and
smell are all ways in which we may be influenced. Again, these may be
done consciously or unconsciously.
Smell: How food smells. Is this good? Bad? Does the scent drive you away or
pull you in?
Taste: Do you remember how the food tastes? Perhaps based on prior experiences
and the smell of the food, you can guess that it will taste good. Enjoying the taste
of a food is a major driver for choosing that food again. Meanwhile, disliking how a
food tastes is another major driver for not selecting
that food again if offered.
Texture: Have you ever craved something crunchy? If you have, you may have
picked up a bag of chips, crackers, or pretzels to satisfy that craving. In this
example, you were driven to choose a food based on texture criteria. Mouthfeel of

5
 a food would also fit into this category. For instance, diet colas would taste flat if
bulking agents were not added in to simulate the effect sugar has on the
mouthfeel. No one would want to drink it if those were omitted.
Sight: We use our eyesight to help us make many everyday decisions, such as
which direction to take, what to wear, and, given our current discussion, what to
eat. We can use our sense of sight to see if food has spoiled or gone bad or looks
good to eat. Sometimes, all it takes is a picture, so advertisers spend lots of money
making their food look the best in their ads using specialized techniques. Cheers
also uses garnishes on plates or strategic plating methods to make the food look
as visually appealing as possible.

Sound: Sounds that food makes is a lesser thought of sensory aspect to food
choice but is a driver in the reasons behind making some food choices. The sound
a bag of chips makes is an example that may make you want to snack
on a crunchy snack. We can also tell if soda is flat if noise is absent.
2.2 (b) Nutritional: Both perceived and verified nutrition is the second most
significant motivator in food preference and selection. Perhaps someone has made
weight loss goals or is on a specialized diet due to allergies. These
individuals will choose foods that fit their lifestyle and dietary needs.
2.3 (c) Cultural/Religious: More than 4,000 recognized religions are worldwide, so
it would be impossible to cover them here. How does or would religion alter food
choice? Religions may have different "rules" regarding what is acceptable to eat (or
not) and how the food is prepared. Sometimes, there are rules about where the food
is prepared and by whom. It is important to recognize that not everyone who follows
or observes a certain religion follows all of the (or any) dietary recommendations.
Some individuals are considered devout and closely
follow the written or established doctrine; others choose not to follow any.
2.4 (d) Sociological and Psychological: Peer pressure falls into this category, as
well as hospitality norms and choices. These two are listed together instead of
separately because the two categories often overlap. These are often
intertwined with cultural norms as well.
2.5 (e) Budget and Costs: Food costs have skyrocketed over the past couple of years
with increased inflation. At-home food costs, meaning food bought at the grocery

6
 store to prepare at home, increased 12.4% from October 2021 to October 2022. In
comparison, food inflation costs from 2019-2020 were around 3.4%, and before the
COVID-19 pandemic, the average food cost increase was around 1.2% per year. With
increasing costs, many individuals are now choosing their foods based on cost alone
or higher towards the top of the list.

3. Lesson Activity:
Students are going to watch videos on what makes people choose the food they
eat using the link below:
Science Journal for Kids. (2022, July 13). E46: What makes you choose the
food you eat? [SJK Audio Edition] [Video]. YouTube.
https://www.youtube.com/watch?v=nizD88jGAbE (10minutes)
Processing Questions:
3.1 Any reaction to the video presented?
3.2 As an individual, how do you choose the food you consume?
3.3 Now that you know the factors or guidelines in selecting food, how can
you help your neighbors or the community select food that’s best for
them?
DAY 2
SUB-TOPIC 2: Guidelines in Food Preparation (Good for one meeting)

1. Explicitation:
What are the various guidelines for preparing food?

2. Worked Example:
Present and discuss the guidelines for preparing food.
(a) Cleaning and Washing: This involves washing and cleaning raw ingredients,
such as fruits, vegetables, and meat, to remove dirt,
contaminants, and bacteria.
(b) Cutting and Chopping: Ingredients are often cut or chopped into smaller
pieces to facilitate cooking and enhance the overall presentation of the dish.
(c) Measuring and Mixing: Accurate measurement of ingredients and thorough
mixing is essential for achieving the desired flavor and texture in
the final dish.

7
 (d) Cooking: Applying heat to raw ingredients makes them edible, improves
flavor, and kills harmful bacteria. Cooking methods vary, including boiling,
baking, grilling, frying, and steaming.
(e) Seasoning: Adding herbs, spices, salt, and other flavorings enhances the
dish's taste. Seasoning is a crucial step in food preparation to achieve a well-
balanced and appetizing flavor profile.
(f) Assembling and Plating: For dishes with multiple components, assembling
involves combining different elements to create the final presentation. Plating
refers to arranging the food attractively on a plate for
serving.
(g) Preservation and Storage: Some food preparation may involve preserving or
storing food for later use. This can include methods like refrigeration, freezing,
canning, or drying.

Effective food preparation requires attention to hygiene, proper cooking

techniques, and creativity. Providing nutritious, delicious, and safe meals is vital
at home, school, or a professional kitchen.

3. Lesson Activity: The students will watch a video on the basic food preparation
technique using the link below:
NHLBI. (2012, December 3). Basic food preparation techniques [Video]. YouTube.
https://www.youtube.com/watch?v=Gk-znewUD64 (3 minutes)

Processing Questions:
3.1 What can you say about the video presentation or pictures presented?
3.2 In your respective homes, how do you prepare your food? What are the
processes that you usually execute when you’re preparing your food?
3.3 What do you think is the importance of the food preparation guidelines and
the basic cooking techniques in preparing food?
SUB-TOPIC 3: Principles of Cooking - Heat Transfer and Effects of Heat (Good
for two meetings)
1. Explicitation:
What do you mean by cooking, and what are its methods?
2. Worked Example:
The teacher will define cooking and discuss the cooking methods through heat

8
 transfer and the effects of heat in cooking.
Cooking is the term applied when heat is used in preparing foods. The different
cooking methods can be grouped according to how heat is applied to food. Two
methods are commonly used: Moist Heat Cooking and Dry Heat Cooking. Heat
is transferred by water, water-based liquid, or steam in Moist Heat Cooking,
while heat is transferred by air, radiation, fat, or metal in Dry Heat Cooking. The
following diagram shows the different classifications of cooking methods:
COOKING
Using Moist Heat Using Dry Heat
Scalding Baking
Simmering Broiling
Braising Frying
Parboiling Stir-frying
Steaming Deep-frying
Poaching Roasting
Stewing Grilling
Boiling Sautéing
Blanching Pan broiling
Use of Heat in Cooking
Heat is used in preparing food by cooking and toasting. Cooking is the term applied
when heating affects the entire mass of food, while toasting primarily concerns
heat's effects on the surface. Without heat, foods that are unpalatable or unsanitary
when raw could not be included in the daily diet. The changes produced in foods by
heat depend upon the methods of heat transfer, the heating time, and the
temperature reached by the food itself.
Purpose of Cooking
Food is cooked to make its maximum nutritional value available in a palatable form.
To develop, enhance, or alter its flavor to improve digestibility to improve its
palatability by improving its color, texture, or taste and to destroy pathogenic
organisms and harmful substances that may be found in raw food.

DAY 3-4
Cooking Mediums
The cooking methods can be classified according to the cooking medium: air, water,
steam, fat, or a combination of one or more of these mediums.

9
1. Air and Heat as Cooking Mediums
Boiling, roasting, and baking are cooking methods with heat as a medium. Without
heat, food is unpalatable or unsanitary when raw cannot be included in the daily
diet. Many foods are cooked by conduction or heat flow from one material to another.
Metals are conductors of heat; thus, metal pans are widely used in cooking. Foods
are also cooked by convection currents or kinetic energy transfer by heated air or
liquid and by radiation or kinetic energy transfer by
waves.
(a) Broiling is cooking over or under a source of direct heat such as coals, a gas
burner, or a glowing electric unit. Much of the heat is derived from radiant
energy; some is conducted from the air and the boiler rack.
(b) Roasting is cooking on a spit before an open fire or covering it with hot coals.
Nowadays, the term is used synonymously with baking in a meat cooker.
(c) Baking is cooking in an oven, whereby convection currents aid in heating the
air and equalizing the oven temperature.

2. Water as a Cooking Medium

Cooking with water as the medium is boiling, simmering, and stewing.
(a) Boiling is cooking in water at boiling point. This temperature may be (Continuation of the discussion)
recognized by many steam bubbles rising to the top and breaking. Incomplete
cooking by boiling is called parboiling. It is used when another method is
employed for the remainder of the cooking time or when strongly flavored or
other water-soluble constituents are removed and fresh water added for
continued cooking by boiling.
(b) Simmering is cooking in a water bath below the boiling point of 180 to 210
degrees F (89-99 Degrees C). The presence of bubbles of steam, which
disappear before they can reach the surface, indicates this range.
(c) Stewing is simmering or boiling enough water to cover the ingredients.
3. Steam as a Cooking Medium
The cooking methods with steam as the cooking medium are steaming, waterless
cooking, and pressure cooking.
(a) Steaming refers to cooking in steam arising from added water. Waterless
cooking is cooking in steam formed from the water originally in food. Pressure
cooking is cooking with steam under pressure; since the heat of

10
 vaporization does not escape, the temperature rises steadily to a high point.
This type of cooking requires the use of a pressure cooker, a special type of
cooking utensil.

4. Fat as Cooking Medium

Fat is used as the cooking medium in sautéing, deep-fat frying, and pan broiling.
(a) Sautéing is cooking in a lightly greased pan, allowing the product to be
turned over and “flipped” for complete cooking.
(b) Deep-fat frying refers to cooking in fat sufficient for food immersion. The
temperature required for frying runs as high as 385 degrees F to 196 (Continuation of the discussion)
degrees.
5. Combination of Cooking Mediums
A combination of multiple methods is used in braising, fricasseeing, and pot
roasting.
(a) Braising represents a combination of sautéing and subsequent cooking in a
small amount of liquid in a covered utensil.
(b) Fricasseeing is almost similar to braising. Braising and fricasseeing are, in
fact, synonymously applied to meat and poultry.

3. Lesson Activity:
The teacher will present the class videos related to the different cooking methods.

Dry methods of cooking:

Food Slide The Hotel Management Kitchen. (2018, June 18). Methods of cooking
Part 1 || Dry Methods Of Cooking || Types of Cooking Methods | cooking
technique [Video]. YouTube. https://www.youtube.com/watch?v=14qc7F_rJcY

Moist methods of cooking:

Food Slide The Hotel Management Kitchen. (2018b, June 24). Methods of Cooking
Part 2 || Moist Method Of cooking || Moist Cooking Techniques || Types Of Cooking
[Video]. YouTube. https://www.youtube.com/watch?v=NU07K-QFK8Y

After the video presentations or pre-demonstration of the teacher, the students will
perform any of the methods (individually or by group, depending on the availability
of resources).

11
 The teacher may make use of the following scoring rubric:
Highly Skilled Skilled Moderately Skilled
CRITERIA
(30) (28) (26)
1-2 tools are 3-5 tools are missing
Tools are complete
Use of tools missing and were and were not properly
and properly used.
not properly used. used.
Followed the steps
Failed to follow 1- Failed to follow 3-5
Procedure correctly and
2 steps. steps.
systematically.
All ingredients
Completeness needed for a 1-2 ingredients 3-5 ingredients are
of ingredients particular recipe are are missing. missing.
complete.
The work was The work was Work needs
Work
excellent, and I outstanding, and I improvement, and the
simplification
finished the task finished the task task needs to be
technique
ahead of time. on time. finished on time.
(To apply what the students learned during the lesson, an additional activity will
be given. See worksheet #1 for the activity which students will accomplish.)

D. Making 1. Learners’ Takeaways

Generalizations This can be done by asking the students to share their key takeaways from the
discussion.

2. Reflection on Learning
Important questions to reflect on.
2.1 Why do we need to follow the guidelines and the factors to consider in
food selection, preparation, and cooking?
2.2 How important are cooking methods in preparing and cooking food for
our daily consumption?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning A. Identification Answer key:
12 1. Sensory
Direction: Answer the following questions using the words found in the box.
 Boiling Food 2. Boiling
Sensory Cooking Braising 3. Heat
Heat Seasoning 4. Cooking
5. Seasoning
1. We may be influenced in selecting what food to consume by Choosing
foods based on how they look, feel, sound, taste, and smell.
2. It refers to cooking in water at boiling point.
3. It is used in preparing food by cooking and toasting.
4. This is applying heat to raw ingredients to make them edible, improve
flavor, and kill harmful bacteria.
5. It is a process of adding herbs, spices, salt, and other flavorings to
enhance the dish's taste.

B. Essay
Direction: Concisely answer the following. (5 points each)
1. As an individual, how can you influence others to select the food to
consume properly to ensure a healthy and disease-free body?
2. Why do we need to study this topic/s, and how is it important?

Scoring rubric on Essay:

Criteria 5 4 3
91%-100% of the
content is fully 71%-80% of the
81%-90% of the content
developed and strongly content is somewhat
is well developed and
Content on-topic. Students developed and remains
remains on-topic for the
include personal on-topic some of the
most part.
opinions, thoughts, and time.
feelings in the content.
It is somewhat
Very legible. Work is illegible, but I can read
Fairly legible. Work
exemplary; has less some of the writing.
Quality of than four spelling, consists of 5 to 9 Work consists of 10 to
Responses spelling, grammatical,
grammatical, and 15 spelling,
and content errors.
content errors. grammatical, and
content errors.

13
 91%-100% of the 81%-90% of the 71%-80% of the
responses are correct responses are correct or responses are accurate
Accuracy or on point. Very well- on point. Well thought or on point. Fairly well
thought-out responses. out. thought out.

14
 7

Quarter 3
Lesson Exemplar Lesson

for TLE 8

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

TLE /QUARTER 3/ GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
Demonstrate an understanding of the fundamentals of the hospitality and tourism industry.
Standards

B. Performance
The learners apply skills in food preparation and services following safety precautions.
Standards

C. Learning Learning Competency

Competencies Convert unit of measurement.
and Objectives
Lesson Objectives:
After the day’s lessons, the learners are expected to:
1. Identify the units of measurement for food materials and distinguish the various food material measuring
techniques;
2. Demonstrate appropriate measurement of dry and liquid ingredients using the measuring techniques;
3. Execute basic calculation and conversion of food materials using the English and Metric system; and
4. Value the significance of measuring food materials appropriately.

D. Content Kitchen Math

• English and Metric System

E. Integration SDG 4: Quality Education. 4.6 Ensure that all youth and a substantial proportion of adults, both men and women,
achieve literacy and numeracy.

SDG 12: Responsible Consumption and Production. 12.8 Ensure that people everywhere have the relevant
information and awareness for sustainable development and lifestyles in harmony with nature.

Acquiring knowledge of the unit of measurement for kitchen ingredients is highly beneficial for daily life, particularly in
cooking and meal preparation. By integrating knowledge of units of measurement into our daily lives, we not only
enhance our culinary skills but also make the cooking process more efficient, enjoyable, and tailored to our specific
needs and preferences.

1
II. LEARNING RESOURCES

Fayed, S. (2022). Cooking techniques and tips: Metric conversion. The Spruce Eats. https://www.thespruceeats.com/metric-conversions-for-
cooking-2355731
Tan, N. (2013, August 22). K to 12 basic education curriculum TLE learning module: Commercial cooking. SlideShare. https://k-to-12-
commercial-cooking-learning-module
The Fisher Village College. (n.d.). Measuring techniques in food selection and preparation. Studocu.
https://www.studocu.com/ph/document/the-fisher-valley-college/hotel-and-restaurant-management/food-selection-and-preparation-
part1/55535045

III. TEACHING AND LEARNING PROCEDURE NOTES T O TEACHERS

A. Activating Prior DAY 1 The teacher will ask the

Knowledge students to analyze the photos
1. Short Review
and identify the names of the
Identification cooking methods as shown in
Direction: Identify each picture based on our previous lesson.
the picture.

Answer key:
1. Baking
2. Sautéing
1. 2.
https://www.freepik.com/premium-photo/hand-oven-
muffins-baking-food-cooking-sweet-delicious-cakes-tray- 3. 3. Deep-frying
home-kitchen-hands-baker-taking-hot-muffin-baked-meal-
treat-delight-pastry-making-house_37463500.htm https://www.britannica.com/quiz/from-athena-
to-zeus-basics-of-greek-mythology
https://www.youtube.com/watch?v=1T 4. Pan-frying
AMKPySBro
5. Grilling

6. Boiling

4. 5. 6.
https://www.quora.com/What-are-your-best-simple-
recipes-for-baking-grilling-broiling-or-pan-searing-salmon- https://www.quora.com/What-is-the- https://www.onceuponachef.com/how-
Minimal-preparation-under-30-minutes-Prefer-to-cook- difference-between-grilling-and-baking to/how-to-make-soft-boiled-eggs.html
fresh-wild-caught-salmon-with-skin-on-one-side

2. Feedback
Do you still have other queries or clarification about our previous lessons?

2
B. Establishing 1. Lesson Purpose
Lesson Purpose

https://m.facebook.com/womanofskillh https://www.quora.com/When-a-chicken-is-removed-from-
https://cemas.global/en/cemas-
an-oven-its-temperature-is-measured-at-300-F-Three-
ub/photos/a.102407601266467/54900 minutes-later-its-temperature-is-200-F-How-long-will-it-take- magazine-12/
2973273592/?type=3&locale=ms_MY for-the-chicken-to-cool-off-to-a-room-temperature-of-70-F

A B C

2. Unlocking Content Area Vocabulary

• Calculation is the process of performing mathematical operations to
determine a result or solve a problem. It involves manipulating numerical
or symbolic information according to predefined rules or algorithms for a
meaningful outcome.
• Conversion – refers to changing something from one form, use, or state
to another. This could include converting units of measurement,
transforming data from one format to another, or changing the purpose
or function of something.
• Dry ingredients – typically refer to solid, non-liquid components used in
cooking and baking. These ingredients are measured by volume or weight
and include various items commonly found in the kitchen.
• English System – the term "English system" can refer to various
systems, but one common interpretation is the system of units used in
the United States and some other countries.
• Food Material – generally refers to the raw or unprocessed substances
used to prepare food. These are the basic ingredients that form the
foundation of dishes and recipes. Food materials can be of plant, animal,
or mineral origin and are transformed into finished meals through
various cooking and culinary processes.
• Kitchen Mathematics – refers to applying mathematical principles and
concepts in cooking and food preparation. It involves using mathematical
skills to measure ingredients, adjust recipe quantities, understand
cooking times, and make conversions.

3
 • Liquid ingredients – are substances that are in a fluid state and are
commonly used in cooking and food preparation. These ingredients
contribute moisture, flavor, and sometimes nutritional value to recipes.
• Measuring Techniques – refer to the methods and procedures used to
quantify and accurately determine the quantity of ingredients in cooking
and baking. These techniques are essential for achieving consistent and
successful results in the kitchen. Different ingredients, such as dry and
liquid components, require specific measuring approaches.
• Metric System – is an international decimal measurement system widely
used worldwide for scientific, industrial, and everyday purposes. It
provides a consistent and logical framework for expressing
measurements, and its units are based on powers of ten, making
conversions between different units straightforward. The metric system is
also known as the International System of Units (SI), the modern form of
the metric system.
• Unit of Measurement – is a standardized quantity used to express a
physical quantity. It provides a reference for comparing and quantifying
the magnitude of a particular attribute, such as length, mass, time,
temperature, electric current, and more.

C. Developing and SUB-TOPIC 1: Kitchen Math – English and Metric System

Deepening (Good for two meetings)
Understanding
1. Explicitation:
What is kitchen Math all about?

2. Worked Example:
Present and discuss to the class the techniques for measuring food materials
and convert them using English and Metric Systems.
The English and Metric System
The English system of kitchen measurement, also known as the Imperial
system, is a set of units used for measuring ingredients in cooking and baking.
While many countries, including the United Kingdom, have transitioned to the
metric system, the Imperial system is still used in some places, especially in
traditional recipes and the United States. Here are some common units in the

4
English system of kitchen measurement:
a) Volume:
• Teaspoon (tsp)
• Tablespoon (tbsp or T)
• Fluid ounce (fl oz)
• Cup (c)
• Pint (pt)
• Quart (qt)
• Gallon (gal)
b) Weight:
• Ounce (oz)
• Pound (lb)
c) Dry Measure:
• Ounce (oz)
• Pound (lb)

The Metric system, also known as the International System of Units (SI), is a
decimal-based system of measurement used globally in most countries. It
provides a straightforward and consistent way to measure quantities. In the
metric system, there are base units for different types of measurements, and
multiples or submultiples of these units are used for larger or smaller quantities.
Here are some common units in the metric system, particularly those relevant
to kitchen measurements:
a) Volume:
• Milliliter (ml)
• Liter (L)
b) Weight:
• Gram (g)
• Kilogram (kg)
c) Length:
• Millimeter (mm)
• Centimeter (cm)
• Meter (m)

5
In the metric system, conversions between units are based on powers of 10,
which makes calculations and conversions relatively easy. For example, there
are 1,000 milliliters in a liter and 1,000 grams in a kilogram.

When using the metric system in the kitchen, ingredients are typically measured
in grams or milliliters. For example, a recipe might call for 250 grams of flour or
500 milliliters of water. The metric system is widely used in the culinary world
because of its precision and simplicity in scaling recipes.

It's important to note that the conversion factors between units are not always
straightforward (e.g., fluid ounces to ounces in weight), so using the correct unit
for the measured ingredient is essential. Additionally, when following recipes,
it's advisable to use the system of measurement specified in the recipe to ensure
accuracy.

English to Metric Volume Conversions

US Customary Quantity (English) Metric Equivalent

1 teaspoon 5 ml
1 tablespoon 15 ml
2 tablespoons 30 ml
1/4 cup or 2 fluid ounces 60 ml
1/3 cup 80 ml
1/2 cup or 4 fluid ounces 125 ml
2/3 cup 160 ml
3/4 cup or 6 fluid ounces 180 ml
1 cup or 8 fluid ounces or 1/2 pint 250 ml
1 ½ cup or 12 fluid ounces 375 ml
2 cups or 1 pint or 16 fluid ounces 500 ml
3 cups or 1 ½ pints 700 ml
4 cups or 2 pints or 1 quart 950 ml

6
 4 quarts or 1 gallon 3.8 L
1 ounce 28 grams
1/4 lb. (4 ounces) 112 grams
1/2 lb. (8 ounces) 225 grams
3/4 lb. (12 ounces) 337 grams
1 lb. (16 ounces) 450 grams

When a high level of precision is not required, basic equivalents may be used as
follows:1 cup ≈ 250 mL1 pint ≈ 500 mL1 quart ≈ 1 L1 gallon ≈ 4 L
US to Metric Weight Conversions
US Customary Quantity
Metric Equivalent
(English)

1 ounce 28 grams
4 ounces or ½ lb. 113 grams
1/3 lb. 150 grams
8 ounces or ½ lb. 230 grams
2/3 lb. 300 grams
12 ounces or ¾ lb. 340 grams
16 ounces or 1 lb. 450 grams
32 ounces or 2 lbs. 900 grams
The ounces referred to in this weight conversion table are not fluid ounces.

Measuring Food Materials

Using standard measuring equipment and standard measuring techniques will
help ensure successful products. To achieve consistent results each time a
particular recipe is used, identical measuring procedures must be followed.
Every major ingredient, dry or liquid, requires a special measuring technique.
Liquids are measured in standard glass or clear plastic cups with the exact

7
capacity specified in a recipe. If it is necessary to weigh foods, use a weighing
scale.

Measuring Techniques
(a) How to measure Liquids: Place a liquid measuring cup on a level
surface. Have the measuring line at eye level to ensure the exact
measurement.
(b) Dry Ingredients or Powdered Materials: Gently spoon the ingredients
into the cup, piling high or filling the cup to overflowing; then level off
with a metal spatula or straight-edged knife. Powdered materials, such
as baking powder, baking soda, salt, etc., must be stirred first to break
up any lump. Dip a dry spoon in the powder and level off with the edge
of the spatula or the knife.
(c) Sugar: Sift granulated or refined sugar if lumpy. Spoon into the
measuring cup and level off. Do not pack or tap the sugar down. Brown
sugar is packed firmly into the cup with a finger until even with the rim.
When the cup is inverted, brown sugar will hold its shape.
(d) Solid shortening: With a rubber spatula, pack into the cup. Run
spatula through shortening to release air; fill again and level off.
(e) Butter or margarine: Cut the desired amount when using a bar or
stick of butter. Use these equivalents: 1/2 lb. — 1 cup; 1/4 lb. — 1/2
cup.
(f) Shredded cheese: Lightly place the shreds in a dry measuring cup
until even with its rim. Do not pack the cheese into the cup.
(g) Spices: To measure less than 1/4 teaspoon, use your finger or divide
1/4 teaspoon in half. This is usually referred to as a dash or a pinch.

Abbreviations used in measuring ingredients.

a) t or tsp. (teaspoon)
b) lb. (pound)
c) T or tbsp. (tablespoon)
d) oz. (ounce)
Measurements and Conversions

8
 Heat Fahrenheit Centigrade/Celsius
Very Cool 230 110
Cool or Slow 275-300 135-150
Moderate 350 175
Hot 425 220
Very Hot 450 230
Conversion of Temperature Measurement:
• CENTIGRADE = 5/9 (°F – 32) or (°F – 32) x 5 9
• FAHRENHEIT = (9 x °C)/5 + 32 or 1.8 x °C – 32
Weight and Measure Equivalent:
• Dash = less than 1/8 teaspoon
• 3 Teaspoons (tsp.) = 1 Tablespoon (Tbsp.)
• 2 Tbsp. = 1/8 cup (1 fl. oz)
• 4 Tbsp. = 1/4 cup (2 fl. oz)
• 8 Tbsp. = 1/2 cup (4 fl. oz)
• 16 Tbsp. = 1 cup (8 fl. oz)
• 1 gill = 1/2 cup
• 2 cups = 1 pint
• 2 pints = 1 quart
• 4 quarts = 1 gallon
• 8 quarts = 1 peck
• 4 pecks = 1 bushel
Approximate Mass and Measures
Handy Measures
Ingredients (Rounded)
1 Teacup 1 Tablespoon
Flour 100 grams 25 grams
Raisins 100 grams 25 grams
Corn flour (cornstarch) 100 grams 25 grams
Rice 100 grams 25 grams
Cheese (grated) 50 grams 25 grams

9
10