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8 Technology and
Livelihood Education
Quarter 1
Tabulate the recorded data
relevant to production
of processed food
TLE_AFFP9-12 MC-0d-1
T.L.E (Food Processing) – Grade 8
Quarter 1 – Module 3:
Tabulate the recorded data relevant to production of processed food

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Published by the Department of Education - Region III

Secretary : Leonor M Briones
Undersecretary : Analyn M. Sevilla
Assistant Secretary : Alberto T. Escobarte

Development Team of the Module

Author :

Language Reviewer :

Content Editor :

Illustrator :

Layout Artist : Paula Bianca B. Mendoza

Management Team

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator

Jay Arr V. Sangoyo, PhD

EPS – English
Department of Education, Schools Division of Bulacan
Glenda S. Implementation
Curriculum Constantino Division
Learning Resource Management and Development System (LRMDS)
Project Development Officer II
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
TLE– GradeC.8 Gracia
Joannarie
Supplementary Learning Resource
Librarian II

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 8
Technology and
Livelihood Education
Quarter 1
Tabulate the recorded data
relevant to production
of processed food
TLE_AFFP9-12 MC-0d-1

3
 Introductory Message

For the facilitator:

Welcome to the TLE 8 Project CAP-LRE Supplementary Learning Resource on Tabulate the
recorded data relevant to production of processed food
This module was collaboratively designed, developed and reviewed by educators from public
institutions to assist you, the teacher or facilitator, in helping the learners meet the standards
set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints
in schooling.
This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners’ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.

For the learner:

Welcome to the TLE 8 Project CAP-LRE Supplementary Learning Resource on Tabulate the
recorded data relevant to production of processed food!
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or competencies
you are expected to learn in the module.

This part includes an activity that aims to check what

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

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 What’s In This is a brief drill or review to help you link the current
lesson with the previous one.

In this portion, the new lesson will be introduced to you

What’s New in various ways; a story, a song, a poem, a problem
opener, an activity or a situation.
This section provides a brief discussion of the lesson.
What is It This aims to help you discover and understand new
concepts and skills.
This comprises activities for independent practice to
What’s More solidify your understanding and skills of the topic. You
may check the answers to the exercises using the
Answer Key at the end of the module.
This includes questions or blank sentence/paragraph to
What I Have Learned be filled in to process what you learned from the lesson.

This section provides an activity which will help you

What I Can Do transfer your new knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to you to

enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

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

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 What I Need To Know?

This module provides varied activities that will help you learn about Tabulate the recorded
data relevant to production or processed food

At the end of this module, you are expected to:

 explain how to measure ingredients;
 abbreviate different unit of measurements; and
 convert measurement of ingredients.

What I Know?
Directions: Read the following questions carefully and choose the letter that best describes the
statement. Write your answer in your test notebook.
1. Which of the following is the equivalent of 1 pinch of dry ingredients?
a. 1/16 tsp c. 1/4 tsp
b. 1/8 tsp d. 1/2 tsp
2. The following units are used in liquid measurement expect ____________.
a. fluid ounce c. liter
b. quart d. pound
3. Which of the following is not equivalent to 1 cup?
a. 8 fl. oz c. 235 ml
b. 16 tbsp d. 1/2 qt
4. It is the amount of weight of an object has.
a. Capacity c. Mass
b. Temperature d. Volume
5. Which of the following was abbreviated incorrectly?
a. c c. pnt
b. tbsp. d. tsp

What’s New?
Not a day passes without any of us taking certain measurements. The meat dealer
measures the amount of pork your mother buys with P 100.00. Your sister measures the flour she
needs for her cake recipe. Even infants get a share of measurement through the amount of milk
formula given them every day, not to mention the fact that their growth is measured by their gains
in weight and height.

What is it?
Weights and Measurement of Ingredients and Materials
What do you really do when you take measurements? For instance, when you take your
weight, you use a weighing scale. You keep a record of your weight, trying to find out how much
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you have gained or lose.
 Mass is the amount of weight of an object has. The base unit of mass is gram (g).For heavier
mass, the unit used is the kilogram(kg). Volume is the amount of space something occupies. The
unit used for measuring the volume of liquid is the litre. (L). Capacity refers to how much a
container can hold.
Temperature refers to the degree of hotness or coldness of a body. The metric unit of
temperature is degree Celsius (0C). In the Celsius Scale, 00C is the freezing point of water, and
1000C is the boiling point of water. The instrument used for measuring temperature is the
thermometer. Another unit of temperature is degree Fahrenheit (0 0F).

INFORMATION SHEET 3.1

Getting Measurements
It is important to weigh or measure all ingredients accurately, especially for beginners. There
are cooks and chefs who seem to be able to produce good results by guesswork and intuition
because of their long experience in cooking. However, that should not be the case. What generally
matters are using precise measurement.

When weighing things, it is essential to buy a good brand of weighing scale that would longer.
A good selection of measuring cups and spoons (as listed below) can be very handy.

a. Measuring Cups b. Measuring Spoons

 1 Cup (C)  1 Tablespoon (tbsp or T)
 1/2 C  1 Teaspoon (tsp or t)
 1/3 C  1/2 tsp
 1/4 C  1/4 tsp
 1/8 C

Dry Ingredients - The most important thing to know about measuring dry ingredients is that
they should be level with the top of your measuring cup. Dip your cup into the bin, fill to overflowing
and level it off by sweeping the edge of a knife across the top. Spoon flour and similar ingredients
into measuring cups. Do not scoop the ingredient using the cup itself because this “packs” the cup
too much and the measurement won’t be precise. Be careful if you are using a cup larger than
what is needed (as in a 1 cup measure to get 1/2 C worth of ingredients). The same leveling
technique should be used with measuring spoons.

Tips : Measure dry ingredients over a plate or bowl so you can catch the excess and
put it back in the container.

Most ingredients don't need to be packed into the measuring cup. Granulated sugar does it for
you. Flour should actually be aerated or fluffed up before measuring. Brown sugar is one
exception, if you want to pack down while measuring in order to get the proper amount.

Measure liquids ingredients

1. Place the cup on a flat surface
2. Crouch down so your eyes are at the same level as the cup
3. Pour the desired amount of liquid ingredient
4. Check the accuracy of the amount in the cup once it stops moving

To measure solid fats (shortening, butter etc.) : Most butter has measurements listed on the
wrapper, so you can simply cut off the amount you need. If that information is not available, to measure
fats accurately, pack them down in the cup to get rid of air pockets. It’s easier to pack fats at room
temperature. Another method that works well for butter and especially shortening is water
displacement (this works for any fraction of a cup measurement). For instance, if you need 1/2 C
shortening fill a 1 cup measure 1/2 full with water. Carefully add shortening to the cup until the
water reaches the top of the cup. Drain the water and use the shortening.
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INFORMATION SHEET 3.2
Weight Measurements and Conversions

Abbreviation Full word

c cup
gal gallon
gm gram
kg kilogram
lb pound
ml mililiter
oz ounce
pt pint
qt quart
tbsp Tablespoon
tsp Teaspoon
fl. oz. fluid ounce

Weight Conversion Factors

Multiply By To Get
Grams (gm) 0.035 Ounces
Grams 0.0022 Pounds
Grams 0.001 Kilograms
Kilograms (kg) 2.21 Pounds
Kilograms 1000 Grams
Pounds (lb) 453.6 Grams
Pounds 0.4536 Kilograms
Pounds 16 Ounces
Ounces (oz) 0.0625 Pounds
Ounces 28.3 grams

Liquid Measurements and Conversions

Liquid Measurements and Conversions

tsp. Tbsp. fl.oz gill cup pint Quart gallon
1 teaspoon = 1 1/3 1/6 1/24
1 tablespoon = 3 1 1/2 1/8 1/16
1 fluid ounce = 6 2 1 1/4 1/8 1/16
1 gill = 24 8 4 1 1/2 1/4 1/8
1 cup = 48 16 8 2 1 1/2 1/4 1/16
1 pint = 96 32 16 4 2 1 1/2 1/8
1 quart = 192 64 32 8 4 2 1 1/4
1 gallon = 768 256 128 32 16 8 4 1

U.S Customary System Approximate

Spoons Fluid oz.
cup milliliters
1/16 c 1 tbsp/ 3 tsp 1/2 15
1/8 2 tbsp 1 30
1/4 2 tbsp + 2 tsp 2 60
1/2 8 tbsp 4 120
2/3 10 tbsp + 2 tsp 5.3 155
3/4 12 5tbsp 6 180
1 16 tbsp 8 235
 Miscellameous Equivalent
1 pinch 1/8 tsp
1 tsp 60 drops
1 dessert spoon 2 tsp

Approximate liquid measurement conversion factors

Multiply by To get
Quarts (qt) 0.95 Liters
Quarts (qt) 4 Cups
Liters (L) 1.06 Quarts
Liters (L) 1000 Millilters
Cups 235 Millilters
Cups 8 Fluid Ounce
Cups 0.25 Quarts
Milliliters 0.0042 Cups
Milliliters 0.067 Tablespoon
Milliliters 0.034 Fluid Ounce
Fluid Ounce 29.6 Milliliters
Fluid Ounce 0.125 Cups
Gallons 3.785 Liters (L)

For example, convert the following measurements:

1. 5 gm = _________ ounces
5 x 0.035 = 0.175

2. 25 kg = _________ pounds
25 x 2.21 = 55.25

3. 4 qt = _________ liters
4 x 0.95 = 3.8

4. 10 c = _________ milliliters
10 x 235 = 2350

5. 5 gal = _________ liters

5 x 3.785 = 18.925

INFORMATION SHEET 3.3

Temperature Measurements and Conversions

To convert Degrees Celsius (Centigrade) °C to Degrees Fahrenheit (°F),

multiply °C by 1.8 and add 32.
For example, to convert 100°C to °F,
100 x 1.8 + 32 = 212°F

To convert Degrees Fahrenheit (°F) to Degrees Celsius (°C), subtract 32 from °F first,
then multiply by 0.56.
For example, to convert 200°F to °C,
(200 - 32) x 0.56 = 94°C

Freezing point for water = 0°C = 32°F Boiling

6 point for water = 100°C = 212°F
 What’s More?

Individual Activity 1
Fill in the missing letters to complete the following terms used in measurements.

1 a

2 u

3 a

4 e

h
5

Individual Assessment 1

Fill in the blanks to complete the following statement Write the word from the box in the space
before each number.

_______________1. Temperature refers to the _________ of hotness or coldness of a body.

_______________2. Mass is the amount of _________ of an object has.
_______________3. _________ is the amount of space something occupies.
_______________4. Capacity refers to how much a _________ can hold.
_______________5. The base unit of mass is _________.

container degree gram

kilogram volume weight

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Individual Activity 2
Arrange the jumbled letters to identify the different units of measurement

1. HENAFERHIT - _____________________________
2. LICUSEC - _____________________________
3. DIULF ECUNO - _____________________________
4. ETASNOPO - _____________________________
5. NUDSOP - _____________________________

Individual Assessment 2
Give the abbreviation of the the following units of measurement

1. gram - _____________________________
2. liters - _____________________________
3. tablespoon - _____________________________
4. milliliter - _____________________________
5. ounce - _____________________________
6. gallon - _____________________________
7. celcius - _____________________________
8. kilogram - _____________________________
9. quart - _____________________________
10. cup - _____________________________

Individual Activity 3

Classify the following unit of measuring as W – weight measurement and L – liquid

measurement. Write the letter on the blank before each number

______1. pound ______6. gallon

______2. milligram ______7. pint
______3. Fluid ounce ______8. kilogram
______4. quart ______9. liter
______5. gram ______10. milliliter

Individual Assessment 3

Complete the table. Write the missing amount of measurement.

Item U.S Customary System

Tablespoons Fluid oz. Approximate milliliters
no. cup
1 16 8 235
1 2 32 16
2 3 48 24 ________________
3 4 64 940
4 5 80 40
5 6 ____ 80 1410

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 What I Have Learned?
Having gone through different activities, do you realize now the importance of using different
measuring tools properly? Write your realization below by plotting your ideas.

I realized that…___________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

What I Can Do
In first column, list down 10 ingredients available in your kitchen. In second column
classify if it is liquid ingredient or dry ingredient. In third column, write its measurement
with unit.

Ingredients Available In Liquid Ingredient /

Measurement With Unit
Your Kitchen Dry Ingredient
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

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 Assessment
Convert the following measurements; choose and write the letter of the correct answer.
______1. 8 cups (c) = ____________ gallons (gal)
a. 1 b.½ c. ¼ d. ¾
______2. 99 teaspoons (t) = ____________ tablespoon s (T)
a. 33 b . 66 d. 22 d. 44
______3. 16 tablespoons (T) = _____________cups (c)
a. 1 b.½ c. ¼ d. ¾
______4. 65 kilograms (kg) = _____________ pounds (lbs)
a. 130 b . 143 c. 195 d. 325
______5. 64 cups (c) = ____________ gallon s (gal)
a. 4 b.6 c. 8 d. 10
______6. 48 cups (c) = ____________ pints (pt)
a. 20 b.14 c. 24 d. 40
______7. 88 fluid ounce (fl. oz.) = ___________ cups (c)
a. 11 b.22 c. 33 d. 44
______8. 99 pounds (lbs) = ____________ ounces (oz)
a. 1584 b . 1500 c. 1600 d. 2000
______9. 64tablespoons (T) = _____________cups (c)
a. 3 b. 4 c. 5 d. 6
______10. 58 kilograms (kg) = _____________ pounds (lbs)
a. 125 b. 126 c. 127.6 d. 127

Additional Activity

Complete the flow chart. Write the steps in measuring liquid ingredients.

1.

2.

3.

4.

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Independent Assessment 2
Pretest 1. g 6. gal
1. B 2. l 7. C
2. D 3. tbsp. 8. kg
3. D 4. ml 9. qt
4. A 5. oz 10. c
5. C
Independent Activity 1 Independent Activity 3
1. W 6. L
2. W 7. L
1 m a s s 3. L 8. W
4. L 9. L
5. W 10. L
2 v o l u m e
Independent Assessment 3
1. 470
3 c a p a c i t y 2. 705
3. 32
4. 1175
5. 96
p What I have Learned
4 t e m e r a t u r e Answers may vary
What I Can Do
Answers may vary
h
5 f a r e n h e i t
Assessment
1. B 6. C
2. A 7. A
Independent Assessment 1
3. A 8. A
1. degree
4. B 9. B
2. weight
5. A 10. C
3. volume
4. container
Additional Activity
5. gram
Independent Assessment 2
1. Fahrenheit
2. Celcius
3. Fluid ounce
4. teaspoon
5. pounds
Answer Key
 References

Bravo, Ferdinand S. Technology and Livelihood Education Learning Module Food (Fish)
Processing Exploratory Course Grades 7 and Grade 8.

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For inquiries or feedback, please write or call:

Department of Education – Region III Learning

Resource Management Section (LRMS)
Diosdado Macapagal Government Center
Maimpis, City of San Fernando (P)

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