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Home Economics

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Table of Contents

First Quarter
Chapter I: Basic Concept of Cooking
Lesson 1 – Classifications of Tools, Equipment,
and Paraphernalia in the Kitchen ................................................4
Lesson 2 – Food Preparation Techniques, Basic Cooking Methods,
and Cleaning and Sanitation in the Kitchen ................................7 Lesson 3 –
Measuring Tools and Techniques .....................................................14
Lesson 4 – Cost of Production ..........................................................................20
Lesson 5 – Occupational Health and Safety .......................................................22

Chapter II: Caring for the Sick

Lesson 1 – Tools, Equipment and Paraphernalia in Caregiving,
and Their Uses ..........................................................................32
Lesson 2 – Cleaning and Maintaining Tools, Equipment,
and Paraphernalia in Caregiving ................................................35
Lesson 3 – Occupational Health and Safety ......................................................38

Chapter III: Dressmaking

Lesson 1 – Tools and Materials in Sewing .........................................................47
Lesson 2 – Measurements and Calculations .......................................................52
Lesson 3 – Sewing Machine Troubles and Remedies .........................................56
Lesson 4 – Occupational Health and Safety ......................................................61

Chapter IV: Handicrafts

Lesson 1 – Tools and Materials in Embroidery ..................................................67
Lesson 2 – Types of Recycling ...........................................................................70

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Lesson 3 – Various Techniques in Gift Wrapping ..............................................72

Glossary .................................................................................................................75
Photo Credits .........................................................................................................76
WHAT IS THE FIRST QUARTER MODULE ABOUT?
Welcome to the exploratory course of Technology and Livelihood Education!
In Unit I Home Economics, you will explore basic concept in Cooking,
Caregiving, Dressmaking and Handicrafts.
Home Economics plays an important role in the economics and management
of the home and community. It involves cooking, caring for the sick, dressmaking
and handcrafting, among others.
With an effective home economics program, people become more equipped,
responsible and active members of society. Every Filipino family gets empowered to
live a good life, and in the long run becomes agent of change in attaining a
progressive community since all the subcomponents of this discipline are practical
life skills.
This unit is an exploratory course in home economics. This has been prepared
to help you realize that you can be good at cooking, caring for the sick, dressmaking
and handcrafting, and and be of help to your family and community through these
skills.

Lessons and Coverage:

In this module, the following Most Essential Learning Competencies from the
Department of Education will be covered.

CHAPTER 1: BASIC CONCEPT OF COOKING

Subject: Cookery

Content Performance Most Essential CompetenciesLearning Duration/

Estimated TimeK to 12 CG Code

Standards Standards

The learners The learners LO 1. Utilize 2 WeeksTLE_ demonstrate an

independently appropriate kitchen HECK7/8UTunderstanding use and tools,
equipment, and 0a-1 the use and maintain paraphernalia
maintenance of tools, 1.1 identify types of equipment in equipment, tools,

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equipment, and
cookery and materials paraphernalia
in cookery 1.2 classify the types of
according appropriate cleaning to
standard tools and equipment
operating based on their uses
procedures

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LO 2. Maintain 1 Week TLE_
appropriate kitchen HECK7/8MT-
tools, equipment, and 0 b-2
paraphernalia
1.1 select various
types of chemicals
for cleaning and
sanitizing kitchen
tools, equipment, and
paraphernalia
1.2 clean and sanitize
kitchen tools and
equipment following
manufacturer’s
instructions use cleaning
tools, equipment,
and paraphernalia in
accordance to standard
operating procedures
maintain kitchen tools,
equipment, and work
areas
The learners The learners LO 1. Carry out 3 Weeks TLE_
demonstrate an independently measurements and HECK7/8PM-
understanding measure and calculations in a 0d-4
performing calculate required task
mensuration ingredients in 1.1 give the
and calculation cookery abbreviations and
in cookery equivalents of
measurements
1.2 measure ingredients
according to recipe
requirement
1.3 convert systems of
measurement according
to recipe requirement
1.4 perform substitution
of ingredients
LO 2. Calculate cost of 1 Week TLE_
production HECK7/8PM-
2.1 discuss principles of 0 e-5
costing
2.2 compute cost of
production
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The learners The learners LO 1. Importance of 1 Week TLE_ demonstrate an
independently Occupational Health HECK7/8OHSPunderstanding practice and Safety
Procedures 0h-8
the practice of occupational 1.1 recognize the
occupational health and importance of OSH
health and safety safety

CHAPTER 2: CARING FOR THE SICK

Subject: Caregiving
Content Performance Most Essential 1.2 Store tools, equipment
Standards Standards Learning and paraphernalia in the
Competencies appropriate area Duration/
The learner The learner LO 1. Identify
demonstrates independently Estimated Time K
caregiving tools,
understanding uses tools, on to 12 CG Code
equipment, and
the use equipment and paraphernalia
of tools, paraphernalia in applicable to a 1 Week TLE_
equipment and caregiving. specific job HEUTCG7/8-
paraphernalia 0a-b-1
in caregiving 1.1 Classify equipment,
tools, and paraphernalia
according to types, and
functions LO 2. Use
caregiving tools,
equipment, and
paraphernalia
2.1 Use equipment,
tools and paraphernalia 1 Week TLE_
based on the task HECGUT7/8-
requirement LO 1. 0c-d-2
The learner The learner Perform
demonstrates independently aftercare activities for
understanding maintains tools, tools, equipment and
in maintaining equipment and paraphernalia
tools, paraphernalia in
equipment and caregiving. 1.1 Clean tools, 2 Weeks TLE_
equipment and HECGMT7/8-
paraphernalia
paraphernalia after use 0e-f-3
in caregiving.

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 1.3 Check tools,
equipment and
paraphernalia regularly
for orderliness/tidiness
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1.4 Carry out routine
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maintenance as per
Standard Operating
Procedures (SOP)
The learner The learner LO 1. Identify hazards 1 Week TLE_
demonstrates independently and risks HECGOS7/8-
understanding practices 1.1 Identify hazards and 0h-5
on the practice occupational risks
of occupational health and safety
1.2 Determine hazard
health procedures in
and risks indicators in
and safety caregiving. the workplace
procedures in
caregiving. 1.3 Determine the
effects of hazards
LO 2. Evaluate and 1 Week TLE_
control hazards and HECGOS7/8-
risks 0i-j -6
1.1 Follow
Occupational Health
and Safety (OHS)
procedures in dealing
with and for controlling
hazards and risks
1.2 Establish
organizational
protocol in providing
appropriate assistance in
workplace emergencies
CHAPTER 3: DRESSMAKING Subject: Dressmaking
Content Duration/ Estimated Time K to 12 CG Code
Standards
Standards
The learner
The learner LO 1. Identify sewing 2 WeeksTLE_ independently
demonstrates
tools and equipment HEDM7/8UTuses tools in and their uses
understanding
0a-b-1 dressmaking/ 2.1 Identify sewing tools tailoring and
in the use of
equipment
sewing tools
in
dressmaking
Performance
Most
Essential
Learning
Competencie
s

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2.2 Classify sewing machines
2.3 Select appropriate measuring
tools
The learner The learner LO 1. Obtain 3 Weeks TLE_ demonstrates independently
measurements HEDM7/8MTunderstanding carries out 2.4 Take accurate body 0c-d-2
in carrying out measurements measurements
measurements and 2.5 Read and record
in calculations required measurements dressmaking/
based on job
tailoring. requirements. 2.5 Apply the systems of
measurements
2.6 Perform simple
calculations based on the
job requirement
2.7 Demonstrates
accurate reading
measurements
2.8 Assess the
appropriateness of design
based on the client’s
features
2.9 Read specifications
2.10 Apply the principles
of design and color
harmonies
The learner The learner LO 2. Clean and 1 Week TLE_ demonstrates consistently
lubricate machine HEDM7/8BMunderstanding performs basic 1.1. Observe proper 0i-7
in performing maintenance handling and cleaning of
basic of sewing the machine
maintenance machine in 1.2 Resolve common of
sewing dressmaking/ machine troubles
machine in tailoring.
dressmaking/ 2.1 Follow the safety
tailoring. procedures in machine

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cleaning
2.2 Perform regular maintenance
schedules The learner The
learner LO 1. Identify and 1
Week TLE_ demonstrates
consistently evaluate hazards
and HEDM7/8BM-
understanding practices risks 0j-8
in practicing occupational 1.1. Explain workplace
occupational safety and hazards and risks safety
and health in 1.2. Identify hazards and health
in dressmaking/ risks in the workplace
dressmaking/ tailoring.
tailoring. 1.3. Explain the causes of
hazards and risks

CHAPTER 4: HANDICRAFTS
Subject: Handicraft Making

Content Performance Most Essential Learning Duration/ Estimated TimeK to 12 CG Code

Standards Standards Competencies

The learner The learner L.O. 1: Use basic tools in 2 Weeks TLE_
demonstrates uses basic embroidery HEHD7/8EAunderstanding tools in
1.1 Basic tools and 0a-b-1 on the embroider materials in embroidery
principles and and create are identified. concepts of embroidered 1.2
Different embroidery embroidery article stitches are performed
based on the given steps.
1.3 Proper use of tools is
observed.
LO2. Create embroidered 2 Weeks TLE_
article HEHD7/8EA-
2.1 Embroidered article 0c-d-2

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is created based on the
principles and elements of
design.
2.2 Color scheme are applied
in creating the design.
2.3 Design is transferred
following the given steps.
2.4 Good working habits
are observed.
The learner The learner LO 1. Understand 1 Week TLE_ demonstrates understands
Recycling HEHD7/8RPunderstanding and create 1. Recycled articles 0e-f-2
on the recycled are identified based on
principles and project recyclable materials. concepts
of recycling
LO2. Create Recycled 1 Week TLE_
project HEHD7/8RP-

2.1 Recycled articles are 0e-g-3

produced artistically based
on the given steps.
2.2 Tools are properly
used.
2.3 Good working habits
are observed.
The learner The learner LO1. Wrap Gift Items 2 WeeksTLE_ demonstrates
understand 1. Tools are properly used. HEHD7/8WG-
understanding wrapping of 0h-i-2
on the gift items 2. Principles and elements principles
and of design are applied. concepts of 3. Gift
items are wrapped gift wrapping artistically.
4. Decorative
articles are applied to
enhanced wrapped gift
items.

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5. Good working
habits are observed.

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CHAPTER I
BASIC CONCEPT OF COOKING
Introduction and Focus Questions
Why is it important to learn cooking? How are the different food preparation
techniques done? How will you design your kitchen? Why should you measure the
ingredients? Why do we need to practice safety measures in the kitchen?
In this chapter, you will realize the importance and value of knowing how to
perform some household chores like cooking. You will also appreciate the
significance of the correct measurements of ingredients and the advantages of
practicing safety measures in the kitchen.

CHAPTER OBJECTIVES:
Lesson 1: Learners will know … (Knowledge)
Classifications • the different kitchen tools, utensils and equipment; and
of Tools, • the uses of the different kitchen tools, utensils, and
Equipment, equipment.
and
Paraphernalia Learners will be able to … (Skills)
in the Kitchen match the kitchen tools, utensils, and equipment to their
corresponding uses.
Lesson 2: Learners will know … (Knowledge)
Food • the various food preparation techniques;
Preparation • the different methods in cooking; and
Techniques,
Basic Cooking • the types of cleaning tools and equipment.
Methods, and Learners will be able to … (Skills)
Cleaning and • prepare ingredients by applying the various techniques; Sanitation
in
the Kitchen • cook food using the different methods of cooking; and •
clean and sanitize kitchen tools before and after use.
Lesson 3: Learners will know … (Knowledge)
Measuring • the various tools used in measuring different types of

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Tools and ingredients;
Techniques • the abbreviations and equivalents of measurements; and
• the substitutes of different cooking ingredients.
Learners will be able to … (Skills)
• use different measuring tools;
• determine the abbreviations and equivalents of
measurements;
• research about substitutes of cooking ingredients; and
• create a video tutorial showing the cooking or preparing of
ingredients to demonstrate proper measurements.
Lesson 4: Learners will know … (Knowledge)
Cost of • the meaning of production cost, markup and pricing; and
Production • the computation of markup based on cost and based on
selling price.
Learners will be able to … (Skills) compute the
selling price of a recipe per serving.
Lesson 5: Learners will know … (Knowledge)
Occupational • the occupational risks and hazards of working in the
Health and kitchen; and
Safety • ways to prevent accidents and maintain a safe working
place when cooking.
Learners will be able to … (Skills)
• determine appropriate and inappropriate behavior when
working in the kitchen; and
• practice safety in the workplace.

PRE-ASSESSMENT
Let’s see what you know so far!
I. Identification. Identify the following kitchen tools. Write your answers in the
space provided.

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1. 2.

3. 4.

5.

II. True or False. Write T in the space before the number if the sentence is true
and
F if it is false.
1. The kitchen should be kept cleaned and sanitized since this is where
food is cooked and prepared.
2. Apron is not necessary in cooking.
3. Safety measure should be followed while working in
the kitchen.
4. The kitchen tools and equipment should only be cleaned when
needed.
5. The person who cooks should also maintain cleanliness and proper
hygiene to avoid food contamination.
III. Enumeration. Write what is being asked in the following items.
A. List down at least two food preparation techniques that you are familiar with.
1.

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2.
B. List down at least two methods of cooking that you are familiar with.
1. 2.

C. Give three dangers that can be encountered while working in the kitchen.

1. 2. 3.
D. Give three ways to be safe while working in the kitchen.

1. 2.
3.
Lesson 1
Classifications of Tools, Equipment,
and Paraphernalia in the Kitchen

WHAT’S U P
Do you know how to cook? Is it one of the chores you are trusted with at
home? What tools, equipment, and paraphernalia do you often see in the kitchen?
Accomplish the KWL Chart below to see what you know and what you want to
know about kitchen tools and equipment. At the end of the lesson, go back to this
chart to fill out the column for the things you learned.
What I Know What I Want to Know What I Learned
(K) (W) (L)

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DISCUSSION TIME
TLE_HECK7/8UT-0a-1: 1.1 identify types of tools, equipment, and paraphernalia
Cooking is a great way to express one’s creativity. The preparation of
ingredients and the actual cooking activity provide a feeling of fulfillment because
when you cook, you are able to nurture your family. In return, they nurture you
through their words of appreciation.

KITCHEN TOOLS, UTENSILS, AND EQUIPMENT COMMONLY

FOUND IN THE KITCHEN
As someone who is beginning to study cookery, you should begin by
familiarizing yourself with the utensils, devices and equipment used in the kitchen.
When buying these things, one must consider several things and avoid simply
choosing the cheapest ones all the time. Cooking requires specific tools, utensils, and
equipment for proper and efficient food preparation. Each of these has been
designed to accomplish a specific job in the kitchen.
Kitchen Tools and Equipment
The following are the most common kitchen tools and equipment that can
be used in cooking.
1. Mixing utensils – These utensils are used to stir sauces and other
liquids. They are also used to scoop and serve food. These includes
wire whisk, spatula, wooden and slotted spoons, ladle, and flipper.
2. Cutting tools – These utensils are used to slice, chop, mince, grate,
shred, and peel ingredients. Kitchen knives and grater are some of
the cutting utensils.
3. Cooking pans – These are used to cook and heat food. These
includes frying pans, cooking pots, and sauce pans.
4. Measuring Tools – These are used to get accurate quantities of

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ingredients. These include measuring cups and spoons, and digital
weighing scale for food items.
5. Mixing bowl and colander – Mixing bowl is where the ingredients
are combined and mixed. It is also used as a container in marinating
food. Colander, also called as “vegetable strainer,” is essential for
various tasks such as rinsing vegetables and straining pasta or tin
contents. It allows liquid to drain through while the solids are
retained inside.
6. Chopping board, meat mallet, mortar and pestle, and tongs –
Chopping board, or cutting board, is a durable board where an
ingredient or food item is placed for cutting or chopping. There
should be a separate board for vegetables and meat to prevent
contamination. Meat mallet is used to tenderize meat. Mortar and
pestle is used to pound or grind ingredients into fine pieces. Lastly,
tongs is used to seize, hold, or pick up food when cooking.
7. Containers – These are used to hold or store food or food items.
Some examples of are food jars and food containers.
8. Freezer – The freezing unit is used to preserve meat, fish, poultry,
and other food products. Placing food at zero temperature stops the
action of bacteria in food.
9. Electric dehydrator – This is used to dry the food in an enclosed
chamber while it circulates warm air around the food.
10. Oven – An oven is a kitchen equipment used for baking, cooking,
drying, and heating food. There are different types of oven. Some of
the most common ones are microwave oven, oven toaster, and
electric oven.
These are just some of the common kitchen utensils, tools, and equipment
that you can use as someone beginning to learn cooking. As the food
preparations and dishes you cook become more advanced and complicated, the
more kitchen tools you might have to use in the future.
ACTIVITY 1
Match Column A with Column B. Write the letter of the correct answer in the
space provided before each number.
A B
dryin
1. This is a kitchen equipment g,
used for baking, cooking, and

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heating food. b. colander
c. chopping board
2. This is used to dry the food in
an enclosed chamber while it d. meat mallet
circulates warm air around the e. mortar and pestle
food. f. tongs
3. Placing food at zero g. container
temperature in this equipment h. freezer
stops the action of bacteria in i. electric dehydrator
food.
j. oven
4. These are used to hold or
store food or food items.

5. It is a kitchen tool used to

seize, hold, or pick up food
when cooking.

6. It is used to pound or grind

a. mixing bowls
ingredients into fine pieces.
7. It is used to tenderize meat.
8. It is a durable board where
an ingredient or food item is placed for
cutting or chopping.
9. This tool allows liquid to
drain through while the solids are retained
inside it.
10. It is where ingredients are
combined and mixed.

ACTIVITY 2
Using the internet, look for images of the kitchen tools and equipment
discussed in this lesson. Then, create a portfolio compiling these images with
corresponding labels. Present to your teacher.
Lesson 2
Food Preparation Techniques, Basic Cooking Methods,

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and Cleaning and Sanitation in the Kitchen

WHAT’S U P
Using your knowledge so far, list down the cooking methods and food
preparation techniques you are familiar with on the left column in the table below.
On the right, list down the cleaning tools and chemicals that you think should be
used to maintain cleanliness in the kitchen.
Cooking Methods and Food Cleaning Tools and Materials
Preparation Techniques in the Kitchen

DISCUSSION TIME
Food preparation techniques are preliminary steps prior to cooking. Proper
application of these techniques create an appetizing presentation of dishes because
the ingredients prepared are correctly done.

FOOD PREPARATION TECHNIQUES

The following are some of the most common food preparation techniques that
you should familiarize yourself with as you learn how to cook.
1. Dice is done by cutting an ingredient into uniform square sizes. This is done
by cutting the ingredient lengthwise first, then crosswise. The preparation is
almost similar to chop and mince; however, its cut is more consistent in size.
2. Chop is done by cutting an ingredient into small, uneven pieces. This is
typically larger than mince or dice.
3. Slice is done by cutting an ingredient into flat pieces. This is commonly used
in preparing vegetables for sauté.
4. Cube is a technique similar to dice. This is done by cutting an ingredient into
uniform sizes and shapes. It has six equal parts and is commonly compared to
chunks.
5. Mince is done by cutting an ingredient into very tiny, uneven pieces. This is

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smaller than chop and dice. By mincing, more essential oils and stronger
flavors are released from the ingredient.
6. Julienne is done by cutting an ingredient into match-like strips. It is
commonly used in preparing vegetables such as carrots.
7. Beat is done by mixing in fast, circular motion. This makes the mixture light
just like when beating eggs. This can be done manually using a fork or a
wooden spoon, or it can be done effortlessly using an electric mixer, especially
when applied in baking.
8. Stir is done by mixing liquid ingredients with a circular motion of the spoon
like stirring juice.
9. Blend is done by combining two or more ingredients until one cannot be
distinguished from the other. This thoroughly mixes the ingredients until
smooth. Blender and electric mixer can be used to perform this.
10. Dredge is done by coating solid food with powdered ingredient before
cooking. This is frequently used when deep frying breaded food, such as fried
chicken and calamares, to make it crispy. Dredging food like meatballs and
burger patties also holds the ingredients intact to retain its shape while
cooking.
11. Marinate is done by soaking the food in dressing or sauce for at least an hour
before cooking to enhance its flavor. The sauce where the food is soaked is
called marinade.
12. Cream is done by rubbing or mashing ingredients against the side of the bowl.
This technique is particularly encountered in baking. This can be done
manually using the back part of the wooden spoon, or automatically using an
electric mixer.
13. Blanch is done by soaking the ingredient into hot water, then into cold water.
This technique is normally applied in preparing leafy vegetables.
14. Baste is done by moistening the food while it is being broiled, roasted, or
baked. Through basting, the food becomes juicier and more flavorful.

ACTIVITY 3
Write True if the statement is correct and False if it is not.
1. Dice is the same with mince.
2. Chopping is done by cutting the ingredients
into flat pieces.
3. Cube is a technique similar to dice.
4. Julienne is done by cutting an ingredient into

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match-like strips.
5. Stirring is done by mixing liquid ingredients with a circular
motion of the spoon.
6. Blend is done by combining ingredients until one cannot be
distinguished from the other.
7. Marinate is done by coating solid food with powdered ingredient
before cooking.
8. Cream is done by soaking the food in dressing or sauce for at least
an hour before cooking to enhance its flavor.
9. Blanch is done by soaking the ingredient into hot water first, then
into cold water.
10. Baste is done by moistening the food while it is being broiled,
roasted, or baked.

BASIC COOKING METHODS

One of the important steps in learning how to cook is to be familiar with the
application of the different methods of cooking and their advantages and
disadvantages.
1. Dry-Heat Cooking Method – This cooking method utilizes air or fat as its
medium. It includes the following:
a. Broiling is done by cooking over or under a direct source of heat,
which may be radiated by electric, gas, or charcoal. This is ideal for
cooking smaller cuts of meat, poultry, or fish that can be flipped over a
grill.
b. Roasting refers to cooking on a spit before an open fire. This can be
done using live coals or using an oven with rotisserie. A rotisserie is
the skewer that holds the meat and poultry while being roasted.
c. Baking is simply cooking food in an enclosed equipment called oven.
d. Sautéing refers to cooking in a small amount of fat or in a lightly
greased pan. High heat is used in this method so that the moisture of
food will remain intact.
e. Pan frying is done by cooking the food in a moderate amount of fat
or cooking oil, set in medium heat.
f. Deep-fat frying is done by submerging the food in a big amount of fat
or cooking oil. Meatballs and onion rings are cooked using this method
to assure cooking and crispy texture.

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2. Moist-Heat Cooking Method – This cooking method uses water or water-
based liquids. It includes the following:
a. Poaching is done by cooking the food in small amount of water using
the lowest temperature method of 71° C-82° C (160° F-180° F). Less
movement of bubbles is observed in this so as to cook delicate food
items such as eggs and chicken.
b. Simmering is done by cooking the food in liquid below the boiling
point.
c. Boiling is done by cooking the food until it reaches its boiling point.
It uses the highest temperature for submersion which is 100°C (212°
F).
d. Steaming is done by cooking the food using the vapor that comes
from the boiling water.
e. Stewing is a slow method of cooking where the food is cut into pieces
and cooked in minimum amount of liquid, water, stock, or sauce.
Stews have thickened sauce consistency.
3. Combination Cooking Method – This is popularly known as braising. This
uses both dry heat and moist heat methods in cooking food. This is where the
ingredients such as meat, poultry, or fish are first seared in fat at high
temperature, then simmered in a small amount of liquid for better texture flavor.

ACTIVITY 4
Match the descriptions in Column A with the corresponding terms in Column
B. Write the letter of your answer in the space before each number.
A B
1. It is a slow method of cooking a. Boiling
where the food is cut into pieces b. Simmering and cooked
in minimum amount of
liquid, water, stock or sauce. c. Steaming
2. It is done by cooking the food in d. Stewing
liquid below the boiling point. e. Baking
3. It is done by cooking the food until f.
Broiling it reaches its boiling point. g. Roasting
4. It is done by cooking the food using
the vapor that comes from the h. Sautéing

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boiling water. i. Deep-fat frying
5. It is done by cooking over or under a j.
Pan frying direct source of heat, which may be
radiated by electric, gas or charcoal.
6. It refers to cooking on a
spit before an open fire.
7. It is cooking food in an enclosed
equipment called oven.
8. It refers to cooking in a
small amount of fat or on a lightly
greased pan.
9. It is done by cooking the
food in a moderate amount of fat or
cooking oil, set in medium heat.
10. It is done by submerging the food in
a big amount of fat or cooking oil.
ACTIVITY 5
Choose one from the basic cooking methods discussed. Then, create a video of
you preparing a dish using this method and utilizing other food preparation
techniques. Present to your teacher.

Learning Competencies:
TLE_HECK7/8UT-0a-1: 1.2 classify the types of appropriate cleaning tools
and equipment based on their uses
TLE_HECK7/8MT-0b-2: LO 2. Maintain appropriate kitchen tools,
equipment, and paraphernalia
1.1 various types of chemicals for cleaning and sanitizing kitchen tools, equipment, and
paraphernalia; clean and sanitize kitchen tools and equipment following manufacturer’s instructions;
use cleaning tools, equipment, and paraphernalia in accordance to standard operating procedure;
maintain kitchen tools, equipment, and work areas

CLEANING AND SANITATION IN THE KITCHEN

Absolute cleanliness and sanitation is a top priority in food preparation. This
ensures that all food prepared in the kitchen remains safe and uncontaminated.
Sanitation refers to the application of measures that will make the physical
environment healthful. Food sanitation, in particular, is the protection of food from

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any sort of contamination to ensure the health and safety of anyone who eats the
food being prepared. To keep the food away from contamination, it also means
keeping the kitchen area and the kitchen tools and equipment clean and sanitized.
The following are some of the things that you can use in cleaning kitchen tools,
utensils, and equipment.
1. Rubber gloves – These are used to keep one’s hands from getting pricked or
nicked when washing or scrubbing aggressively, or from getting irritated when
using cleaning chemicals.
2. Scrub brush – This is a basic cleaning tool that should be stocked in various
sizes to make it easier to choose one that suits the situation best. A longhandled
scrub brush or a thin bottle brush, for example, works best to clean dirty items
with narrow openings such as bottles.
3. Sponge – This is used to clean and wash kitchen utensils such as plates, bowls,
glasses, spoons, forks, knives, and the like.
4. Steel wool – This is a perfect tool to use to scrub stovetop grates, oven floors,
and some baking pans. It quickly removes baked-on food that attaches itself to
burners and other oven items.
5. Dishcloth – A dish cloth or cloth towel is used to whisk away dry crumbs. It
can also be used to clean wipe newly-washed dishes or wipe surfaces. It is also
absorbent enough to wipe off spills in one swipe. Just make sure that you use
different dishcloths for different purposes.
6. Dishwasher – This is a kitchen equipment used to clean dirty dishes
mechanically to save time and effort.
7. Dish drainer or dish rack – When washing dishes manually, a dish drainer or
dish rack is helpful in drying wet and newly-washed dishes.
Wiping kitchen items and surfaces with a sponge or a cloth does not ensure that
all bacteria are killed. Some may lurk in tiny spaces, and once left undetected, these
germs and bacteria can inadvertently spread to other areas in the kitchen where food
is prepared.
Aside from using cleaning tools, there are also some chemicals that helps in
cleaning and sanitizing the kitchen and the tools in there.

Chemicals for Cleaning and Sanitizing Kitchen Tools

Cleaning agents in the kitchen are divided into four categories. These are
detergents, solvent cleaners, acid cleaners, and abrasive cleaners.
1. Detergents – These are regularly used to wash tableware, surfaces and kitchen

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equipment. Examples of these are dishwashing detergent or automatic
dishwasher detergents.
2. Solvent cleaners or degreasers – These are used periodically to clean surfaces
that has grease burned on.
3. Acid cleaners – These are used occasionally to clean water or mineral deposits,
remove mild rust stains, or other soils that detergents cannot remove. Mildly
acidic cleaning products include vinegar and lemon juice. However, there are
more powerful types of acid cleaners which, if not diluted correctly, can be
dangerous. Thus, outmost care should be used when using acid as cleaners.
4. Abrasive cleaners – These are chemicals that depend on rubbing or scrubbing
action to clean dirt from hard surfaces. These substances should also be used
with care as they may scratch certain types of materials such as plastic or
stainless steel.
After cleaning kitchen tools and equipment using the tools and chemicals
mentioned here, it should be followed by sanitation. There are some sanitizing
methods, but the most common ones are through heat and chemicals.
1. Heat – This sanitizing method used to sanitize surfaces comes with three
methods—steam, hot water, and hot air. Hot water is the most commonly used
at home and in restaurants.
2. Chemicals – Approved chemicals used as sanitizers are chlorine, iodine, and
quaternary ammonium.
As someone beginning to learn cookery, keep in mind these things about
proper cleaning and sanitation of the kitchen to ensure safety when preparing food
and practicing basic cooking methods.

ACTIVITY 6
Read the following statements and write what is being described.
1. It refers to the application of measures that will make the
physical environment healthful.
2. It is the protection of food from any sort of contamination
to ensure the health and safety of anyone who eats the
food being prepared.
3. It is a cleaning tool used to wash kitchen utensils such as
plates, bowls, glasses, spoons, forks, knives, and the
like.
4. It is a cleaning tool that must be used in different colors to

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avoid using the same one for different purpose like
wiping dirty surfaces and wiping newly-washed utensils.
5. These are used to protect one’s hands when washing or
cleaning.
6. It is a basic cleaning tool that must be stocked in various
sizes as it makes cleaning kitchen utensils easier.
7. It is a kitchen equipment used to clean dirty dishes
mechanically to save time and effort.
8. These are chemicals that are used occasionally to clean
water or mineral deposits, remove mild rust stains, or
other soils that detergents cannot remove.
9. These are used periodically to clean surfaces that has
grease burned on.
10. These are chemicals that depend on rubbing or scrubbing
action to clean dirt from hard surfaces.
Lesson 3
Measuring Tools and Techniques

WHAT’S UP
Go around your kitchen at home, and find at least three measuring tools that
are in there. Then, draw each in the space provided below.
Measuring Tool Drawing
a.

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b.

c.

DISCUSSION TIME
Accurate measurement of ingredients is one of the key principles in successful
cooking, especially in baking. It assures the food’s sumptuous taste, perfect texture
and color, and exact quantity too. Without proper measurement, the recipe will be a
failure no matter how many times you do it.

MEASURING TOOLS
In Lesson 1, you learned about some measuring tools used in the kitchen.
These include the following:
1. Measuring cups (for powdered ingredients) – These are used to measure
powdered ingredients such as flour, cornstarch, and the like. It consists of ⅛
cup, ¼ cup, ½ cup, ¾ cup, and 1 cup.
2. Measuring cups (for liquid ingredients) – These are used to measure liquid
ingredients like water, soy sauce, and syrup. It includes cup, pint, quart, and
milliliters measurements.
3. Measuring spoons – These are used to measure small amount of powdered

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and liquid ingredients. It consists of ⅛ teaspoon, ¼ teaspoon, ½ teaspoon, 1
teaspoon, ½ tablespoon, and 1 tablespoon.
4. Kitchen weighing scale – This is used to measure powdered and solid
ingredients. It includes kilograms, grams and pounds.

MEASUREMENTS
Learning Competencies: LO 1. Carry out measurements and calculations in a
required task – 1.1 give the abbreviations and equivalents of measurements
Different recipes make use of the different units of measurements. Before
going on to the equivalents of measurements, converting system of measurement
and substitution of ingredients, you must first master the cooking abbreviations that
you will probably encounter in the lesson.
Unit of Measurement Cooking Abbreviation
cup C, c
gallon gal
gram g
kilogram kg
liter L, l
milliliter mL, ml
ounce Oz
pint pt
pound lb
tablespoon T, TB, Tbl, Tbsp
teaspoon t, tsp
quart qt

Learning Competencies: 1.2 measure ingredients according to recipe

requirement; 1.3 convert systems of measurement according to recipe
requirement
Now that you already know the abbreviations that can be used to refer to
different units of measurement, you are now ready to learn conversion
measurements that are most commonly used in cooking.

TABLES OF WEIGHTS AND MEASURE

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Measuring Liquids
Cups U.S. Metric
2 tablespoons 1 fluid ounces 30 ml.
¼ cup 2 fluid ounces 60 ml.
3 fluid ounces 90 ml.

½ cup 4 fluid ounces 125 ml.

5 fluid ounces 150 ml.

5 ½ fluid ounces 170 ml.

¾ cup 6 fluid ounces 185 ml.

7 fluid ounces 220 ml.

1 cup 8 fluid ounces 250 ml.

2 cups 16 fluid ounces (1 pint) 500 ml.
Measuring Dry Ingredients
Ounces/Pounds Grams/Kilograms
½ oz 15 g
1 oz 30 g
2 oz 60 g
3 oz 90 g
4 oz (¼ lb) 125 g
5 oz 155 g
6 oz 185 g
7 oz 220 g
8 oz (½ lb) 250 g

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9 oz 280 g
10 oz 315 g
11 oz 345 g
12 oz (¾ lb) 375 g
13 oz 410 g
14 oz 440 g
15 oz 470 g
16 oz (1 lb) 500 g
24 oz (1 ½ lbs) 750 g
32 oz (2 lbs) 1 kg

Oven Temperatures
Fahrenheit (˚F) Celsius (˚C) Temperatures
250 ˚F 120 ˚C Very Slow
300 ˚F 150 ˚C Slow
325–350 ˚F 160–180 ˚C Moderately Slow
375–400 ˚F 190–200 ˚C Moderate
425–450 ˚F 220–230 ˚C Moderately Hot
475–500 ˚F 250–260 ˚C Hot
ACTIVITY 7
Write the abbreviation of the following units of measurement.
1. cup = 6.
pound =
2. tablespoon = 7. teaspoon = 3.
gallon = 8. quart =
4. pint = 9.
ounces =
5. milliliters = 10. kilogram =

ACTIVITY 8
Complete the following analogies.

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1. 2 Tbsp : 1 ml
5 Tbsp : __ ml
2. ¼ c : 2 oz
__ c : 14 oz
3. 5 oz : 150 ml
7.5 oz : __ ml
4. 1 pint : 500 ml
¼ pt : __ ml
5. 1 oz : 30 ml
__ oz : 75 ml

ACTIVITY 9
Indicate the equivalent of the following measurements in the given units
Measurements Equivalent Measure

1. ½ pound ____ ounce/s; ____ gram/s

2. 12 ounces ____ pound/s; ____ gram/s
3. 250 grams ____ ounce/s; ____ pound/s
4. 64 ounces ____pound/s; ____ kilogram/s
5. 1 pound ____ ounce/s; ____ gram/s
Learning Competency: 1.4 perform substitution of ingredients
No matter how you prepare the ingredients you need before cooking, you may
still find yourself missing some much-needed ingredients. When this happens, you
might need to think of a replacement or substitute from the ingredients you already
have on hand.

INGREDIENT EQUIVALENTS
The table below shows some substitutes that may be used to get a taste similar
to the original while cooking.
Original Ingredient Amount Substitutions
Arrowroot, as thickener 1 Tbsp 2 Tbsp all-purpose flour and 1
Tbsp cornstarch
Butter 1 cup 1 cup margarine, 7/8 to 1 cup

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hydrogenated shortening plus 1/2 tsp
salt, 7/8 cup lard plus 1/2 tsp salt,
and 7/8 cup oil plus 1/2 tsp salt
Catsup 1 cup 1 cup tomato sauce plus 1/2 cup
sugar and 2 Tbsp vinegar (for use in
cooking)
Chili sauce 1 cup 1 cup tomato sauce, 1/4 cup brown
sugar, 2 Tbsp vinegar, 1/4 tsp
cinnamon, and dash of ground cloves
and allspice
Chives, finely chopped 1 Tbsp 1 Tbsp green onion tops,
finely chopped
Chocolate, unsweetened 1 oz 3 Tbsp cocoa plus 1 Tbsp
butter or fat, and 3 Tbsp carob
powder plus 2
Tbsp water
1 cup granulated sugar plus 1/4 cup
Corn syrup 1 cup water or other liquid called for in
recipe; and 1 cup honey

Honey 1 cup 1(use liquid called for in recipe 1/4 cup sugar plus
1/4 cup liquid )

Mustard, dry 1 tsp 1mustard seeds Tbsp prepared mustard and 1/2 tsp

ACTIVITY 10
Research about the substitutes that can be used in place of other ingredients in
cooking. Use the table below.
Original Ingredient Amount Substitutions

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ACTIVITY 11
Choose one easy recipe from the internet involving measurements. Then, make
a 5- to 10-minute video tutorial of you cooking or preparing the recipe, explaining
the measurements of each ingredient. Make your video both informative and
entertaining.
Lesson 4
Cost of Production

WHAT’S U P
Try to answer the following questions without making any prior research about
the topic.
1. What do you think is the meaning of production cost?

2. Why do you think it is important for someone who is starting a food business to
compute his production cost?

3. How does production cost affect the selling price of food items being sold?

DISCUSSION TIME
Learning Competencies: LO 2. Calculate cost of production – 2.1 discuss
principles of costing; 2.2 compute cost of production
Aside from being a productive hobby, cooking can also open many

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opportunities for someone. One of these is by opening a small food business. To do
this, one must be able to properly and accurately compute the cost of production.

COST OF PRODUCTION
Production cost refers to the total cost of expenses used to manufacture a
product. In the food industry, production cost includes the amount of money spent
for all ingredients used to prepare a certain dish. The total cost of production will
then be calculated to know how much a dish should be sold and how much of it
within that price, which is called pricing. Price is the amount charged for a product.
The following are the important things needed in determining food cost.
1. Standard recipe – Having the standard recipe you used in preparing a dish at
hand while calculating food cost makes it easier to compute based on the
servings needed.
2. Ingredient costs – When computing food cost, you should have the current
prices of the needed ingredients in the market. You must do a price check from
time to time to remain updated with the changes in the market price.
3. Recipe cost sheet – This sheet must contain information such as the amount
of each ingredient per serving and its price. The prices of all ingredients per
serving are then added to compute the total cost of production per serving.
After computing the total food cost of a recipe, another thing to consider is the
markup. Markup is the difference between how much an item costs you and how
much you sell it; thus, it is the profit you get from selling the item. For example:
Janna is starting a small banana cue business. After computing the
total food cost, she determined that each banana cue costs her PhP10.00.
She decided to sell the banana cue at PhP15.00 each. To compute Janna’s
markup per bibingka, you just need to subtract the selling price from the
cost. Thus: 15.00 – 10.00 = 5.00
Therefore, Janna sells her banana cue at PhP5.00 markup a piece.

You can either calculate the percentage markup based on cost or selling price.
Once you choose the method, you must stick to it all throughout all your calculations
to avoid having faulty data.
To calculate percent markup based on cost, divide the peso markup by the cost.
Thus:
(Peso markup) 5.00
(Cost) ÷ 10.00
.5 or 50 % markup percentage based on cost
To calculate percent markup based in selling price, divide the peso markup by
the selling price.

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(Peso markup) 5.00
(Selling price) ÷ 15.00
.33 or 33% markup percentage based on selling price

ACTIVITY 12
Suppose that you are a small food business owner trying out a new recipe to
sell. Calculate your estimated total cost by listing down the ingredients you need and
their measurements. Impose a 50% markup to determine the selling price of the
product. Use the table below. Yield = 12 servings
Price in the Markup Selling Price
Ingredient Total Cost
Market (50%) (per serving)

Total Cost of Production

Tip:
Selling price = Total cost + Markup No. of yield

Lesson 5
Occupational Health and Safety
WH

AT’S UP
Answer the following questions.
1. What dangers do you think might happen in the kitchen? How do you think
each of these can be avoided?

2. What do you think are the benefits of having a safe environment when working

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in the kitchen?

3. Why is safety an important factor in the success of a food service establishment?

DISCUSSION TIME
Learning Competencies: LO 1. Importance of Occupational Health and Safety
Procedures – 1.1 recognize the importance of OSH
Occupational Health and Safety is the campaign and maintenance of the
well-being of workers in every occupation. Just like any other working environment,
working at home in your own kitchen or even in a commercial kitchen for a
restaurant, still poses some occupational hazards.

OCCUPATIONAL HEALTH AND SAFETY PROCEDURES IN THE

KITCHEN
To be safe while working in the kitchen, you must first recognize the dangers in
this area of your home or workplace. The following are some occupational hazards
encountered in the kitchen and the ways to prevent them.
1. Handling knives and other sharp tools
Cooking comes hand in hand with using sharp objects, particularly
knives, to cut ingredients. To be safe while using knives, you must keep the
following things in mind:
• Always handle knives with caution. Focus on the task at hand and do
not be distracted when holding knives.
• Keep knives sharp to avoid straining when chopping, slicing, or dicing
as more often than not, exerting too much force on the knife can
cause more accidents.
• Grasp the knife handle firmly.
• When not in use, store knives in a cabinet that young children and pets
cannot easily reach to avoid accidents.
2. Handling hot dishes
Being careful around hot dishes is not only for you, but to the others

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around you as well. To stay safe when handling hot dishes, do the
following:
• Use mitts when removing hot lids or when taking out a dish from the
oven. Consider turning pot handles inward or angled back to avoid
accidentally bumping into them.
• Never overfill a pot when boiling water to avoid overflowing.
• When transferring boiling water or hot soup from the pot to a bowl,
make sure that there are no children or pets around that may
accidentally bump into you. Pour slowly and carefully.
• If you have to move or transfer a hot dish from the kitchen to the
dining area, make sure that there are no obstructions in your path that
may cause you to trip, slip, or bump into.
3. Preventing kitchen fires
Cooking food requires fire, which makes it even more important for
anybody who cooks to be careful. Some modern houses or establishments
install smoke detector to warn them when there is too much smoke
around.
• Do not leave cooking food unattended.
• Avoid wearing loose clothes that might catch fire. Tie your hair or
better yet, wear a hairnet to keep it away from food.
• Check and double-check to make sure that you have turned off all
appliances that are not in use before leaving the kitchen.
• Having a handy fire extinguisher in the kitchen will be a big help in
case a fire breaks out.
• In case of a small kitchen fire, remember that water does not work to
put out fire with grease. Try pouring baking soda over the flames
instead.
• For microwave, stove or oven fires, unplug the appliance immediately.
• In case of an electrical fire, use a fire extinguisher. Do not try using
water to put it out.
• In more serious cases, immediately call the fire department.
4. Cooking with oils
Oils are considered are staples in the kitchen as many dishes are
cooked with them. To prevent injury cause by oil while cooking, take note
of the following:
• Heat oil slowly and put food carefully to avoid splashing, which can
cause minor burns in the skin.

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• Before washing pots or pans with oil, make sure that they are
completely cooled to avoid burns. Use a good dishwashing liquid as
well to completely remove the oil.
5. Buying and storing food
Food safety starts even before you get to the kitchen. This is when
you buy food in the grocery store. Keep the following tips in mind:
• Always check the expiration date. Do not buy anything that is already
expired.
• Shop for perishable foods last. Upon reaching home, put them in the
freezer or refrigerator immediately.
• Do not buy foods stored in dented or damaged cans, or in torn or
leaking packages.
• Make sure to buy fresh meat and vegetables at all times to have longer
shelf life.
• Wrap meat securely before storing them at the bottom shelf in the
refrigerator so it does not drip on other foods.
Aside from these hazards and safety measures, other things you should
remember when working in the kitchen are the following:
1. Wash your hands thoroughly with soap and water before preparing food.
2. Wear an apron.
3. In case of an accident, do not touch broken glasses with bare hands.
4. Make sure that foods are cleaned and cooked thoroughly. Remember to thaw
frozen meat safely as well.
5. Do not cross-contaminate food.
6. Make sure to clean and sanitize everything you used while cooking and the
entire kitchen as well.
7. Ensure that you have a separate garbage cans for biodegradable and
nonbiodegradable wastes in the kitchen. However, make sure that they are not
placed too near in the area of food preparation to avoid contamination.
By being aware of these kitchen hazards, then you can take extra care to avoid
them. This will keep you, your family, or even customers safe from accidents and
food poisoning.

ACTIVITY 13
Tell whether the behavior or situation described in each statement is correct or
incorrect. Write True if it is correct and False if incorrect. If you think it is
incorrect, explain why.

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1. Carlo leaves the kitchen to play games in the living room while
a soup dish is cooking unattended in the stove.

2. The mother makes sure that all the appliances not in use are turned
off before she leaves the kitchen.

3. Ana wears all her jewelry while cooking.

4. Your brother spilled milk on the kitchen floor, and he did bother to
clean up the mess before leaving.

5. There are no garbage cans in the kitchen.

6. Right after washing the dishes, Duke scrubbed the sides of the
sinks, drain boards, and work tables.

7. Tanya avoids combing hair when inside the kitchen.

8. Dulce had a bad flu and sneezed on the food she was preparing.

9. Before going to the kitchen to prepare dinner, Marie changed into

proper clothing and put a hairnet over her hair.

10. Arman separates biodegradable from nonbiodegradable wastes in

the kitchen.

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POST-ASSESSMENT

I. Description. Describe the following kitchen tools and explain their functions.
Then, draw them in the space provided.
1. Mixing tools
Descriptions and Functions Drawing

2. Cutting tools
Descriptions and Functions Drawing

3. Cooking pans
Descriptions and Functions Drawing

4. Measuring tools
Descriptions and Functions Drawing

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5. Containers
Descriptions and Functions Drawing

II. Definition of Terms. Using your own words, define the following food
preparation techniques and basic cooking methods based on what you learned
in this chapter.
1. Mince

2. Julienne

3. Dredge

4. Marinate

5. Blanch

6. Dry-heat cooking method

7. Deep-fat frying

8. Moist-heat cooking method

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9. Simmering

10. Combination cooking method

III. Enumeration. List down five cleaning kitchen tools and equipment. Then,
explain their functions.
1.

2
.

3. 4.
5.
IV. Completing Table. Complete the following table by giving the equivalent of
the given measurements.
Measurements Equivalent Measure
1. 2 pounds ____ ounce/s; ____ gram/s
2. 24 ounces ____ pound/s; ____ gram/s
3. 500 grams ____ ounce/s; ____ pound/s
4. 32 ounces ____pound/s; ____ kilogram/s
5. 5 pounds ____ ounce/s; ____ gram/s
V. Computation. Given the following recipe and estimated cost, compute the total
cost and impose a 50% markup to determine the selling price of the product.
Yield = 24 servings
Price in the Markup Selling Price
Ingredient Total Cost
Market (50%) (per serving)
2 kg chicken 120.00/kg

4 Tbsp soy 15.00/bottle

sauce Approx. 32 Tbsp
2 Tbsp 40.00/bottle
cooking oil Approx. 32 Tbsp

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1 head of 50.00/kg
garlic 20 pcs/kg
1 tsp ground 1.00/small pack
pepper ½ tsp/pack
½ cup 12.00/bottle
vinegar Approx. 2 c/
bottle

Total Cost of Production

Tip:
Selling price = Total cost + Markup No. of yield

VI. Listing. List down five kitchen hazards and the ways to prevent and handle
each.
Hazards Safety Procedures

1.

2.

3.

4.

5.
CHAPTER 2
CARING FOR THE SICK
Introduction and Focus Questions
Why is nursing skills important at home? What are the tools, equipment and
paraphernalia used in home nursing? How are they used?
In this chapter, you will realize the importance of knowing the basic
information about the tools, equipment and paraphernalia for the sick member or
elders in the family and you will also learn how to use them properly.

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CHAPTER OBJECTIVES:
Lesson 1: Learners will know … (Knowledge)
Tools, • the different tools, equipment, and paraphernalia in
Equipment caregiving; and
and • the uses and functions of different tools, equipment, and
Paraphernalia
paraphernalia in caregiving. Learners will be able to …
in Caregiving,
and Their (Skills)
Uses classify the tools, equipment, and paraphernalia in caregiving based
on their uses.
Lesson 2: Learners will know … (Knowledge)
Cleaning and the proper ways to clean and maintain tools, equipment and
Maintaining paraphernalia in caregiving.
Tools, Learners will be able to … (Skills)
Equipment,
• research about the ways to clean and maintain other tools,
and
equipment, and paraphernalia in caregiving; and
Paraphernalia
in Caregiving • create a video tutorial showing proper maintenance of
different tools, equipment, and paraphernalia in caregiving.
Lesson 3: Learners will know … (Knowledge)
Occupational • the hazards and risks in caregiving;
Health and • the effects of the hazards and risks in caregiving;
Safety
• the safety procedures in dealing and controlling these
hazards and risks.
Learners will be able to … (Skills)
• research about the proper ways to dispose various
healthcare wastes; and
• demonstrate ways to prevent and control hazards and risks
in caregiving.
PRE-ASSESSMENT
Let’s see what you know so far!
I. Identification. Can you recognize the following tools, equipment, and
paraphernalia in caregiving? Look at the pictures below and indicate their names
in the space provided.

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1. 2.

3. 4.

5.

II. Enumeration. Give five characteristics that a good and efficient caregiver must
possess.
1.
2.
3.
4.
5.
III. True or False. Write True if the statement expresses a truth about caregiving.
Write False if it does not.
1. A caregiver must know how to properly clean and store all the tools

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and equipment that he/she uses.
2. To make sure that all bottles remain sterilized, a bottle sterilizer can
be used.
3. A digital thermometer should be cleaned by soaking it in warm
water.
4. The ironing board should be folded when not in use.
5. There is no need to unplug electrical appliances before cleaning.
IV. Completing a Table. Complete the table below by listing down in the first
column the risks and hazards that caregivers may encounter in their job. In the
second column, write the ways for them to prevent these.
Risks and Hazards Ways to Prevent

Lesson 1

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Tools, Equipment and Paraphernalia in Caregiving, and Their Uses

WHA ’S U P
Read the following statements. Write T if the statement is correct and F if it is
false.
1. A caregiver is a worker who is qualified to provide personal care to
children, the sick, the elderly, or people with special needs.
2. A caregiver does not need to have all the medical records of his/her
patient since the family or the patient himself can simply tell him/
her.
3. There is no need to have measuring tools for the ward’s medicine
since the doctor has probably measured all medicines to be taken.
4. Like any other jobs, caregiving requires certain tools, equipment and
paraphernalia.
5. A caregiver must be able to correctly classify the tools and equipment
needed in caregiving based on their uses.
6. Using electrical appliances makes tasks such as cleaning, washing, and
cooking easier for caregivers.
7. Caregiving requires a lot of patience, tolerance, compassion, and
diligence.
8. A caregiver must know the basics of getting the ward’s vital signs.
9. A caregiver’s job only includes feeding and giving medicine to the
person he/she is taking care of.
10. There is no need to use electrical appliances since the caregiver can
simply do all tasks manually.

DISCUSSION TIME
Learning Competencies: 1.1 Classify equipment, tools, and paraphernalia
according to types, and functions; 2.1 Use equipment, tools and paraphernalia
based on the task requirement
CAREGIVING
Caregiving is the profession of regularly looking after a child, a sick person, an
elderly, or people with special needs. A caregiver is a worker who is qualified to
provide personal care, independently or with minimal supervision, to these people.

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Caregiving is a noble profession that requires patience, tolerance, compassion,
diligence, optimism, sense of responsibility, a keen eye, and even a sense of humor.
Tools and Equipment Used in Caregiving
One of the most important responsibilities of a caregiver is to make sure
to use the appropriate tools and equipment when doing a particular task.
Therefore, you should familiarize yourself with the most common tools,
equipment and paraphernalia that are used in caregiving.
1. Medical Information Organizer
It is important to have an organized list of medicines that the
person you are taking care of has to take, including the dosage and
interval. This should also include the medical records of the person so
you will be completely aware of their health and medical condition.
Having an alarm to notify you at least five minutes before the assigned
time of taking medicine will also be a big help in case you are too
preoccupied with other things.
2. Tools for Measuring
As a caregiver, it is important to accurately measure the food and
medicine that you give to your patient. You may use a measuring cup,
measuring spoon, and the like.
3. Tools and Equipment for Meal Preparation
Aside from feeding the ward, another responsibility of a caregiver
is preparing food for them. Some of these are chopping board, knife,
can opener, ladle, tongs, microwave oven and stove, which you are
already familiar with in the first chapter in cookery. Other things you
can use are an air pot, a blender, and a food processor.
4. Tools and Equipment for Cleaning, Washing, and Ironing
Another task of a caregiver is to make sure that everything
around his/her ward is cleaned and washed properly. Some of the
most commonly used tools are bottle sterilizer, broom, dustpan,
duster, dishwasher, dryer, flat iron and ironing board, vacuum cleaner,
and washing machine.
5. Tools and Equipment for Taking Vital Signs
Arguably the most crucial job of a caregiver involves taking and
monitoring the vital signs of their ward. To help with this, some of the
tools that can be used are the digital thermometer, digital blood
pressure machine and stethoscope.

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ACTIVITY 14
Determine the tool, equipment, or paraphernalia used in the following tasks.
Write your answers in the space provided.
bottle sterilizer iron digital blood pressure monitor
food processor dryer dishwasher
washing machine air pot feather duster
vacuum cleaner
1. For drying clothes
2. For maintaining hot
temperature of water
3. For removing bacteria in
bottles
4. For monitoring blood
pressure
5. For slicing, dicing, or
whipping food ingredients
6. For cleaning floors, carpets, and furniture by suction
7. For cleaning utensils like plates, glass, spoon, and forks
automatically
8. For brushing off dirt from
furniture
9. For removing wrinkles of
clothes
10. For washing clothes easily and automatically

ACTIVITY 15
Make your own research and find three other caregiving tools, equipment, and
paraphernalia being used. Then, explain their functions and draw them in the space
provided.
Tool,
Equipment, Functions Drawing
or Paraphernalia

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1.

2.

3.

Lesson 2
Cleaning and Maintaining Tools, Equipment,
and Paraphernalia in Caregiving

Read and analyze the following situations. Write True if the statement is
correct and False if it is not.
1. Jericho washed the tools he used in preparing a meal for his sick
mother immediately after.
2. Anna wanted to make hot tea for her grandmother any time of the
day, so she left the air pot plugged in the whole day to maintain
the water’s hot temperature.
3. Before cleaning any electrical device, Jake makes sure that it is
turned off and unplugged.
4. It is fine to leave tools used in meal preparation unwashed or
uncleaned in the kitchen sink.
5. The temperature of a flat iron should depend on the kind of fabric
you are ironing.
6. After using the microwave oven, Marie unplugged the equipment
and cleaned it thoroughly.
7. Kevin does not fold the ironing board after use so it is always ready
whenever he needs to iron clothes.
8. The iron should always be on its hottest so it would flatten clothes

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more quickly.
9. Popoy uses white vinegar to clean and remove the stain in the
sink.
10. You can use the same thermometer for the mouth and for the
armpit.

DISCUSSION TIME
Learning Competencies: 1.1 Clean tools, equipment and paraphernalia after
use; 1.2 Store tools, equipment and paraphernalia in the appropriate area; 1.3
Check tools, equipment and paraphernalia regularly for orderliness/tidiness;
1.4 Carry out routine maintenance as per Standard Operating Procedures
(SOP)
In the previous lesson, you learned about the different tools, equipment and
paraphernalia used in caregiving as well as their uses. This time, you will learn about
the proper cleaning and maintenance of these tools, which is just as important as
knowing how to use them.
CLEANING AND MAINTAINING TOOLS AND EQUIPMENT
You already know the importance of using tools appropriately. The best thing
to remember is that paying attention to even the small details helps prevent future
problems with these tools and equipment.
1. Cleaning an Air Pot
• Make sure to turn off and unplug the device before you start cleaning.
• Bring the container to the sink before opening the lid. If it still has
liquid inside, pour it out carefully and set aside to let it cool.
• Clean the inside with a sponge-head bottle cleaner to remove any loose
deposits, then rinse again.
• Put hot water in it and add two to three drops of mild dish detergent.
Let it sit for 8–10 minutes, then clean it with a sponge-head cleaner.
Afterward, rinse it thoroughly with water to remove all residues.
2. Cleaning a Blender
• After using a blender, fill it about half full with water and add one
teaspoon of baking soda and a drop of dishwashing liquid.
• Then, run it for a couple of seconds, letting the mixture swirl around
the blender, cleaning it effortlessly. The soap cleans, and the natural
abrasiveness of the baking soda cleans up the blades.

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• Rinse the blender thoroughly with clean water.
3. Cleaning and Storing a Food Processor
• Make sure to turn off and unplug the food processor.
• Take the food processor apart. Remove the food processor bowl from
the motor base, and separate all the components. You will be left with
the bowl, lid, pushers, and blades.
• Do an initial clean. Submerge all parts (except the motor base) into a
sink full of warm, soapy water, and wash with a soft cloth or soft scrub
brush. Use a non-abrasive brush to avoid scratching the plastic.
• Take a good look at the small, tight spaces in the food processor,
particularly inside the blade and the handle. It can be difficult to reach
these areas with just a regular cleaning. Use a small brush to clean
these areas.
• Rinse all parts thoroughly with water and allow to dry.
4. Cleaning an Iron Board
• Remove the cover and pad over the ironing board.
• Wipe the entire board with a damp cloth. Since most ironing board are
made of metal, be sure to dry it thoroughly afterwards to prevent
rusting.
• Put the ironing board cover back by stretching it evenly on top of the
board. Make sure there is no wrinkled part that could leave marks on
clothes.
• Fold down the ironing board and store in a place where it will not fall
or be bumped into.
5. Cleaning and Storing a Thermometer
• Clean the tip of the thermometer by using isopropyl alcohol and water.
• Wipe away any lubricant from the digital thermometer with a tissue or
a paper towel.
• Store the thermometer in some protective case when not in use.

ACTIVITY 16
Search in the internet about the ways to clean the following tools and
equipment. Using your own words, explain how they should be properly cleaned,
stored, and maintained.

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Proper Cleaning, Storage, and
Tools and Equipment Maintenance
1. Washing machine

2. Stethoscope

3. Vacuum cleaner

ACTIVITY 17
Make a 5- to 10-minute video tutorial of how to properly clean any caregiving
tool or equipment of your choice. Make your video both informative and
entertaining.
Lesson 3
Occupational Health and Safety
WH

AT’S UP
Answer the following questions.
1. What do you think is the difference between hazards and risks?

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2. What do you think are the risks and hazards that can be experienced by
caregivers in their workplace?

3. How can these risks and hazards be prevented?

DISCUSSION TIME
LO 1. Identify hazards and risks; 1.1 Identify hazards and risks; 1.2 Determine
hazard and risks indicators in the workplace; 1.3 Determine the effects of
hazards
HAZARDS AND RISKS IN THE WORKPLACE
Hazard refers to anything that may cause harm to an individual, such as
chemicals, electricity, physical hindrances, and the like. Risk, on the other hand, is
the possibility of getting harmed by these hazards and the indication of how serious
it can be.
You already know that every job has its occupational risks and hazards. In the
case of caregiving, there are different types of hazards that may be encountered.
Types of Hazards Examples Effects
1. Physical hazards – These are Electrical hazards fires in the
area the most normal or common Loud noises distraction and
occurrences in the workplace. decreased efficiency
Spills or tripping fall, slip or trip,
hazards which may result to
physical injuries
2. Biological hazards – This Exposure to infections, skin type of
hazards come from blood or other irritations, allergies, working with
animals, people, body fluids, tuberculosis, or infectious materials.
(day fungi, bacteria and other care centers, hospitals, hotel and
viruses, and communicable
laundry, nursing homes, and contaminated diseases

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laboratories) wastes
3. Ergonomic hazards – lifting heavy loads, pain in the These
hazards occur when too much bending shoulders, back a caregiver’s
work, body and reaching, injury, soreness of position, and working
standing for long wrist and hands, conditions put pressure on
his/ periods of time, numbness in some
her body. and awkward parts of the body,
and repetitive and muscle cramps
movements
4. Chemical hazards – These Too much lung diseases, are
present when a caregiver exposure to difficulty in is exposed to
any chemical cleaning products breathing, and
preparation. and disinfecting allergies
solutions
5. Psychological hazards – overfatigue, depression, anxiety, These are
experienced when a verbal abuse, and loss of confidence caregiver’s
work environment unreasonable and concentration, becomes too
stressful and expectations from and deterioration demanding. patients,
clients of performance at
and even from work
supervisors and
management

ACTIVITY 18
Determine the type of hazard being described in each of the following
situations. Write your answer in the space provide.
1. Mark works in a hospital. He sometimes cleans the
laboratory and disposes blood samples and other body
fluids from patients.
2. Lyla is hired as a private nurse for a rich old woman. The
old woman always nags, scolds, and shouts at Lyla for
no apparent reason.
3. Justin works in a day care center. One of the children
accidentally spills his juice on the floor.
4. Marian has an allergy with disinfecting solutions, but she
needs to use one to clean the room of her ward.
5. Serin is a doctor. The high rate of the COVID-19

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infections does not allow her to rest even for a minute.
6. Trina is too preoccupied with feeding her ward. She forgot
to turn off the stove which she used in heating the
soup.
7. Glen has to carry a patient to the restroom every time he
needs to since he cannot stand by himself.
8. Karen does the laundry for her old patient who uses a
diaper.
9. Elena has to assist her patient to the wheelchair every
morning to accompany them to the garden for some
sunlight.
10. Mickey is tasked to take care of five siblings alone. They
are aged 2–10 and like to scream at each other.

ACTIVITY 19
Go back to the situations and your answers in Activity 16. Determine the
possible result and risk in each situation.
1. __________________________________________
2. __________________________________________ 3.
__________________________________________ 4.
__________________________________________
5. __________________________________________
6. __________________________________________ 7.
__________________________________________ 8.
__________________________________________
9. __________________________________________
10. __________________________________________

LO 2. Evaluate and control hazards and risks; 1.1 Follow Occupational Health
and Safety (OHS) procedures in dealing with and for controlling hazards and
risks; 1.2 Establish organizational protocol in providing appropriate assistance
in workplace emergencies
EVALUATING AND CONTROLLING HAZARDS AND RISKS
After recognizing the hazards and risks in the workplace and their effects, you

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must then be able to evaluate and control them. This means determining their
seriousness or level of risk.
There are five major categories to control hazards and risks in the workplace.
These are the following:
1. Elimination – This means eliminating or removing a hazard completely.
2. Substitution – This means substituting or replacing a hazardous agent or work
process with something less dangerous.
3. Engineering control – This means changing a piece of machinery or a work
process to reduce exposure to a hazard.
4. Administrative control – This means working for a limited number of hours in
a hazardous area.
5. Personal Protective Equipment (PPE) – This includes a surgical gown to
cover clothing, a surgical cap to cover the hair, a medical mask that fits
comfortably over the nose and mouth, and disposable gloves. In more serious
conditions, goggles, face shields, and other equipment can be added.
Though the best method among these five is the elimination, it is not always
possible in the workplace. Therefore, a very good technique to have a safe and
healthy working environment is to use a combination of these methods.
The following are the other practical ways to prevent hazards and risks in the
workplace as a caregiver.
1. Be extra careful with tasks involving electricity.
2. Dispose health-care wastes appropriately.
3. Wash hands properly.

ACTIVITY 20
Using the internet, research about the proper ways to dispose the following
health-care wastes. Write your explanations in the space provided.
Health-care Wastes Ways to Dispose

1. Human waste products

2. Blood and bloody fluids

3. Sharp wastes (e.g., needles)

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4. Chemical wastes (e.g., mercury in
broken thermometers)

5. Medical equipment

ACTIVITY 21
Make a three-minute video tutorial demonstrating the steps in proper
handwashing. Present it to your teacher.
POST-ASSESSMENT
I. Classification. Classify the following tools, equipment, and paraphernalia
based on their functions or purposes in caregiving.
food processor dishwasher measuring spoons
measuring cups stethoscope digital blood pressure monitor
ironing board air pot feather duster
thermometer vacuum cleaner dryer
washing machine blender bottle sterilizer
For Cleaning,
For Meal For Taking
For Measuring Washing, and
Preparation Vital Signs
Ironing

II. Explanation. Describe how the following tools and equipment used in
caregiving should be cleaned, stored, and maintained.

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Proper Cleaning, Storage, and
Tools and Equipment Maintenance
1. Thermometer

2. Air pot

3. Iron board

III. Matching Type. Match the terms in Column A with their descriptions in
Column B. Write the letter of your answer in the space provided.
Column A Column B

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1. Hazard a. It is the possibility of getting harmed
by the hazards and the indication of
how serious it can be.
2. Risk
b. This is the method of controlling a
workplace hazard by removing it
3. Biological hazard completely.
c. This type of hazards occur when a
caregiver’s work, body position, and
4. Psychological hazard working conditions put pressure on
his/her body.
5. Ergonomic hazard d. This is a protective equipment worn
by workers who are exposed to
hazardous working environment.
6. Chemical hazard
e. This is a means to control hazards by
replacing a hazardous agent or work
7. Elimination process with something less
dangerous.
f. It refers to anything that may cause
8. Personal protective harm to an individual, such as
equipment chemicals, electricity, physical
hindrances, and the like.
9. Administrative control g. Caregivers may experience this type
of hazard when exposed to cleaning
products and disinfecting solutions,
10. Substitution which may result to lung diseases,
difficulty in breathing and allergies.
h. This type of hazards is caused by
exposure to blood or other body
fluids, fungi, bacteria and viruses,
and contaminated wastes.
i. This is the method of controlling
hazards by working for a limited
number of hours in a hazardous area.
j. This type of hazards is experienced
when a caregiver’s work
environment becomes too stressful
and demanding.
IV. Drawing. In the space below, draw a medical frontliner wearing complete and

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proper personal protective equipment (PPE) in this time of COVID-19
pandemic. Then, label each part.

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CHAPTER 3
DRESSMAKING
Introduction and Focus Questions
What are sewing tools and equipment? Why do you need to know their
functions and uses? Why is it important to take proper measurements? Why do we
need to know how to troubleshoot a sewing machine?
In this chapter, you will realize the importance of knowing each tools and
equipment in sewing. The knowledge in performing or trouble shooting with the
sewing machine will also be given an emphasis. The safety procedures while sewing
will be discussed as well.

CHAPTER OBJECTIVES:
Lesson 1: Learners will know … (Knowledge)
Tools and • the different tools and materials used in dressmaking; and
Materials in • the kinds of sewing machines.
Sewing Learners will be able to … (Skills)
• differentiate the different tools and materials in
dressmaking; and
• classify sewing machines.
Lesson 2: Learners will know … (Knowledge)
Measurements • the guidelines in taking body measurements; • the systems of
and measurement; and
Calculations • how to take body measurements.
Learners will be able to … (Skills)
• determine the different terms used in taking body
measurement; and
• execute the proper way of taking body measurements.
Lesson 3: Learners will know … (Knowledge)
Sewing • the common problems in a sewing machine; and
Machine • the causes and remedies to sewing machine troubles.
Troubles and Learners will be able to … (Skills)
Remedies • research other sewing machine troubles, their causes and
corrective measures; and
• demonstrate ways to clean and maintain a sewing machine.

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Lesson 4: Learners will know … (Knowledge)
Occupational • the hazards and risks in sewing or dressmaking; and
Hazards and • the ways to avoid hazards and risks in sewing.
Safety Learners will be able to … (Skills)
• determine the appropriate and inappropriate things to do
when working with a sewing machine; and
• make a short commercial reminding people of the safety
procedures when using a sewing machine.
PRE-ASSESSMENT
Let’s see what you know so far!
I. Question-and-Answer. Answer the following questions using your stock
knowledge.
1. What is sewing? Why is it an important skill to learn?

2. What is a sewing machine? How does it help in sewing?

3. Do you think sewing is an easy or a difficult skill to learn? Why or why not?

4. Why is it important to get accurate body measurements before starting to sew a

garment for someone?

5. Can you still have a dress that fits perfectly even

without taking one’s body measurements? Why or why not?

II. Enumeration. List down what is being asked.

A. Five sewing tools, materials, and equipment
1.
2.
3.

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4.
5.
B. Two units of measurement
1.
2.
C. Three ways in taking body measurements
1.
2.
3.
D. Five ways to be safe in using a sewing machine
1.
2.
3.
4.
5.
Lesson 1
Tools and Materials in Sewing

WHAT’S U P
Look for your sewing box or cabinet at home. Then, list down at least five
sewing tools, materials and equipment you will find in it. Draw each in the space
provided.

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Drawing
Equipment
1.

2.

3.

4.

Sewing Tools, Materials, and

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5.

DISCUSSION TIME
Learning Competency: 2.1 Identify sewing tools and equipment
SEWING TOOLS AND EQUIPMENT
Every profession has different needs and demands. For instance, a doctor needs
a stethoscope; a computer system analyst cannot work without a computer; and a
teacher needs lesson plans. Learning how to sew involves knowing the right tools,
materials, and equipment for the job.
1. Measuring tools – These are used to accurately get measurements needed to
begin sewing. There are different measuring tools that can be used in sewing.
Some of these are the following:
a. Tape measure is a flexible tool that is used for taking body
measurements. The units of measurement used in a tape measure are
inches and centimeters.
b. Ruler is used to measure and make straight lines.
c. L-square is a similar with letter “L” that creates a perfect square. It is
used to transfer the measurements into the draft paper during pattern
making.
d. French curve is used to create curve lines for neckline, armhole, and
crotch.
e. Sewing gauge is somewhat similar to a ruler but with a sliding guide
and is 6-inches long. It is used for small measurements such as
buttonholes, hemlines and the like.
2. Cutting tools – These are used to remove excess or unnecessary fabric or
pattern. Some examples are the following:
a. Dressmaker’s shears has a length of 7–12 inches. This tool is used to
cut fabrics. Heavy duty dressmaker’s shears is made for cutting thick

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fabrics.
b. Pinking shears is used to create a zigzag edge that is used for making
creative edges or finishing seams and raw edges. However, this is not
used for straight cuts.
c. Thread clipper is a small pair of scissors, normally with a spring. It is
used for snipping thread.
d. Seam ripper is purposely created to rip off stitches due to alterations
or errors.
e. Rotary cutter and mat is used to cut fabrics. This is not used without
a mat because it will damage the cutting surface and it will not be able
to protect the blade.
3. Marking tools – These are materials used to draw guiding lines or points to
secure accurately. Examples are:
a. Tailor’s chalk is either hard or smooth. It can be used for fabric or
pattern paper. It does not pulverize unlike ordinary chalks.
b. Tracing paper is similar to a carbon paper. This paper has an ink on
one side that enables the paper pattern to transfer its marking to the
fabric.
c. Tracing wheel is used to trace the markings from the paper pattern
to the fabric using a tracing paper. It creates dotted imprints on the
cloth.
4. Pinning tools – These are used to secure the cloth in place or to attach it to the
pattern perfectly. Some examples are the following:
a. Sewing pins are made from fine steels. They have a sharp point edge
on the side and a head on the other end. Pins come in different sizes,
which are used to temporarily hold or fold fabrics together.
b. Needles are somewhat similar to pins, but instead of having a head,
needles have an eye. These are used for stitching or sewing.
c. Thimble is a protective, small pitted cup worn in a finger to push the
needle and to protect the finger during hand sewing.
d. Pincushion is made from cushion cloth. It holds both pins and
needles together when they are not in use. Securing these pins in a
pincushion prevents accidents.
e. Emery bag is almost similar to a pincushion although the filling is
sand because it removes rust and dullness from the needles and pins.
5. Sewing materials – These are consumable things used in dressmaking to create

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a sewn product.
a. Fabric is used for creating garments.
b. Thread is used for assembling the garments together. It comes in
different sizes. A thin fabric requires a thin thread, whereas a thick
fabric requires a thick thread.
ACTIVITY 22
Match the descriptions in Column A with the corresponding terms in Column
B. Write the letter of your answer in the space before each number.
A B
1. It is made from fine sand to a. emery bag
remove the rust and dullness of a needle or b. L-square
pin.
c. seam ripper
2. It is a flexible tool that is used for d. tape measure
taking body measurements.
3. It creates dotted imprints to the e. tracing wheel
cloth. f. pinking
4. It is used to rip off stitches in case of errors shears
or alterations.
g. tracing paper
5. It creates a perfect square that is
normally used for pattern making. h. thread clipper
6. It is a small pair of scissors used for i. sewing pins
snipping thread. j. sewing gauge
7. It is used for small
measurements such as buttonholes,
hemlines and the like.
8. It is used to make creative
edges or finishing seams and raw edges.
9. It enables the paper pattern to
transfer its marking to the fabric.
10. It is used to temporarily hold or fold
fabrics together.
Learning Competency: 2.2 Classify sewing machines
KINDS OF SEWING MACHINE
A sewing machine is a machine used in sewing and dressmaking. Sewing
machines differ their use or purpose. Thus, you should first decide what you plan to
do, then choose the appropriate sewing machine to use for the task. The following

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are some of the most common kinds of sewing machine.
1. Domestic sewing machine is also called as lockstitch sewing machine. Manual
sewing machine is operated by foot but can be converted to electric power
machine.
2. Hi-speed lockstitch sewing machine has automatic lubrication. It can create
1000 stitches per minute. It can also be called as straight stitching machine or
industrial sewing machine.
3. Serger Machine is a small machine that is used for finishing the raw edges of
the cloth to avoid its unraveling. It is also known as over edging machine.
ACTIVITY 23
Research about the other kinds of sewing machine. Then, draw at least three
more kinds in the space provided. Label each.

1.

2.

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3.
Lesson 2
Measurements and Calculations

Answer the following questions without researching.

1. What do you think is the difference between the English system and the metric
system?

2. What are the three ways in taking body measurements?

3. What should you wear if you will have someone take your body measurements?

DISCUSSION TIME
Learning Competencies: 2.4 Take accurate body measurements; 2.5 Read and

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record required measurements; 2.5 Apply the systems of measurements
To be able to get accurate body measurements, you must tell clients to avoid
wearing baggy or loose clothing and choose one that fits well to their body instead.
You must also use only one tape measure for the entire activity in order to get
consistent measurements.
There are two units of measurement that is commonly used in taking body
measurements—inches and centimeters. The use of inch is known as English
system, while the use of centimeter is known as metric system.
1. English system (inches) – An inch is divided into eight equal parts that
should not be rounded off when taking body measurements. Never use a tape
measure with 10 equal parts per inch.
2. Metric system (centimeters) – A centimeter is divided into 10 equal parts
called millimeters.
TAKING BODY MEASUREMENTS
Taking body measurements can be done in three ways.
A. Vertical Measurement is taken from the upper part of the body to the lower
part.
1. Bust height is taken from the base of the neck down to the tip of the
bust.
2. Front figure is taken from the base of the neck down to the waistline
passing through the highest point of the bust.
3. Blouse length is taken from the base of the neck passing through the
bust point down to the desired length.
4. Back figure is taken from the base of the neck passing through the
shoulder blades down to the natural waistline.
5. Sleeve length is taken from the shoulder tip point down to the
desired length. Bend the arms for long sleeves.
6. Skirt length is taken from the waistline down to the desired length.
B. Circular Measurement is taken around the body or 360 degrees body part.
1. Bust line is fitting measurement taken around the fullest part of the
bust.
2. Waistline is taken around the smallest part of the natural waistline.
3. Hipline is taken around the prominent part of the hips, which is about
7 to 8 inches from the waistline.

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C. Horizontal Measurement is taken from left to right.
1. Shoulder line is taken from the shoulder tip point to the other
shoulder point across the back.
2. Bust width or bust/apex distance is taken from one bust point to
the other bust point.
Sample Measurement Chart
Actual Final
Body Part Divisor
Measurement Measurement
A. Vertical
1. Bust height 8½ - 8½
2. Front figure 14 - 14
3. Blouse length 22 - 22
4. Back figure 13 ½ - 13 ½
5. Sleeve length 6 - 6
6. Skirt length 19 - 19
B. Circular
1. Bust line 33 4 8¼
2. Waistline 26 4 6½
3. a. Hips (1) 35 ½ 4 8⅞
b. Hips (2) 37 ½ 4 9⅜
C. Horizontal
1. Shoulder line 15 2 7½
2. Bust width 7 2 3½

Activity 24
Read the following statements and choose the letter of the correct answer.
Write your answer in the space before each number.
1. It is taken from the base of the neck down to the tip of the bust.
a. bust height b. front figure
c. blouse length d. back figure
2. It is taken from the base of the neck passing through the shoulder
blades down to the natural waistline.
a. bust height b. front figure

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c. blouse length d. back figure
3. It is taken from the base of the neck down to the waistline passing
through the highest point of the bust.
a. bust height b. front figure
c. blouse length d. back figure
4. It is taken from the base of the neck passing through the bust
point down to the desired length.
a. bust height b. front figure
c. blouse length d. back figure
5. It is taken from the shoulder tip point down to the desired length.
a. sleeve length b. skirt length
c. bust line d. waist line
6. It is taken from the waistline down to the desired length.
a. sleeve length b. skirt length
c. bust line d. waist line
7. It is fitting measurement taken around the fullest part of the bust.
a. sleeve length b. skirt length
c. bust line d. waist line
8. It is taken around the smallest part of the natural waistline.
a. sleeve length b. skirt length
c. bust line d. waist line
9. It is taken from the shoulder tip point to the other shoulder point
across the back.
a. Bust point b. shoulder line
c. hipline d. waist line
10. It is taken around the prominent part of the hips, which is about 7
to 8 inches from the waistline.
a. Bust point b. shoulder line
c. hipline d. waist line

Activity 25
Choose one person whom you can take the body measurements of. Then, fill

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out the body measurement chart below.
Name:

Actual Final
Body Part Measurement Divisor Measurement
A. Vertical

• Bust height -

• Front figure -

• Blouse length -

• Back figure -

• Sleeve length -

• Skirt length -

B. Circular

• Bust line 4

• Waistline 4

• a. Hips (1) 4

b. Hips (2) 4

C. Horizontal

• Shoulder line 2

• Bust width 2

Lesson 3

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Sewing Machine Troubles and Remedies
WH

AT’S UP
Answer the following questions.
1. Why is the sewing machine useful?

2. How would you prevent hurting yourself while sewing?

3. What do you think are the different ways by which you can make your sewing
machine last longer?

DISCUSSION TIME
Learning Competencies: LO 2. Clean and lubricate machine – 1.1. Observe
proper handling and cleaning of the machine; 1.2 Resolve common machine
troubles;
COMMON PROBLEMS, CAUSES, AND REMEDIES OF SEWING
MACHINE
In Lesson 1 of this chapter, you learned about the sewing machine and its most
common kinds. This time, you will know about the common problems that can be
encountered when using a sewing machine and the ways to handle them.
Machine Troubles Causes Corrective Measures
Wrong type or size of Check the needle size and
needle for the fabric type.
Bent or dull needle Replace the needle.

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1. Skipping Stitches Incorrect setting of the Place the needle
correctly needle in the needle bar in the needle bar.
Incorrect machine Check the machine threading
threading.
2. Stitches loose Looseness of the stitches Adjust the bobbin tension
or looped, (lower tension) by
bottom or top in the lower threading tightening the screw of
Too long stitch length Bobbin not locked the bobbin case.
Pull the thread through
Light pressure on Select the appropriate the slot in the bobbin
length of stitch. case.
presser foot Tight
upper tension Increase presser food Position the bobbin case
pressure. in the slot.
Incorrect machine
threading Looseness Loosen the tension.
of the stitches in the Rethread the machine.
upper threading
3. The machine runs
hard
Needs bearin
cleaning g.
and Threa
oiling d is
jamm
Thread is ed in
wound the
around shuttl
the hand e case.
wheel Clean and oil the machine.
bearing.
Remove the thread.
Thread is
wound
around Remove the thread.
the hand
wheel Disassemble the shuttle to remove
the thread.
eedle breaks
Needle is

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inserted Pulling
incorrec or
pushing
tly. Bent
of
needle fabric
Presser Insert the needle properly.
foot
Replace the needle.
probabl
Tighten the presser foot.
y not
Adjust the tension setting.
tight
Guide the fabric gently.
Tension
is too
tight.
Activity 26
To develop a deeper understanding of how a sewing machine works, research
about its parts. Draw it in the space below and label each part.

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Activity 27
Research other sewing machine troubles, their causes and remedies. Then, fill
out the table below with a summary of your findings.
Machine Troubles Causes Corrective Measures
1.

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2.

3.

4.

5.

Learning Competencies: 2.1 Follow the safety procedures in machine

cleaning; 2.2
Perform regular maintenance schedules
HOW TO TAKE CARE OF THE SEWING MACHINE
1. Always keep the sewing machine clean and free from dirt.
2. Oil the parts of the machine at least once a week. Put machine oil in all the

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holes found in the upper head except for the hole where the belt is inserter.
3. Loosen the stop motion screw after using the machine.
4. Release the belt shifter, then place a piece of cloth between the feed dog and
presser foot before keeping the head.
5. Cover the machine box with a cloth when not in use.
6. Do not use the machine box as dining table. The wooden parts may crack when
it gets wet and its metal parts may develop rust.

Activity 28
Research about how to clean and oil a sewing machine properly. Then, write a
step-by-step instruction in the space provided.

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Lesson 4

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Occupational Health and Safety
WH

AT’S UP
Answer the following questions.
1. Have you ever seen someone get injured while sewing? What caused this injury?

2. H
o
w
do you think safety can be ensured when sewing?

3. W
ha
t
safety procedures should be observed before and after sewing?

DISCUSSION TIME

Learning Competencies: LO 1. Identify and evaluate hazards and risks – 1.1.

Explain workplace hazards and risks; 1.2. Identify hazards and risks in the
workplace; 1.3. Explain the causes of hazards and risks
HAZARDS AND RISKS IN SEWING
You already know by now that every job has its own hazards and risks. The
same goes for sewing or dressmaking. These hazards include the following: • Cuts
and injuries from sharp edges, knives, scissors, needles, and pins
• Back injury from poor posture and improper lifting procedures
• Eye strain from poor lighting

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SAFETY PROCEDURES IN USING THE SEWING MACHINE
• Do not use the machine unless you have enough instructions and training in its
safe use and operation.
• If you are inexperienced, you must be supervised by an adult or by someone
who knows how to operate the sewing machine.
• You should read and understand the instruction sheet, complete the safety test
with 100% score, and demonstrate competence and safe use of the machine
before you can use it without supervision.
Before Starting
1. Always check that the sewing machine and its cord are in good
working order.
2. Check all adjustments and settings carefully before commencing any
sewing operation.
3. The workplace should be clean and free of equipment, rubbish and
other obstacles. While Sewing
• One person only is to operate a sewing machine at any time.
• Do not touch a sewing machine while another person is sewing.
• Do not wear loose clothing, especially long sleeves and neck ties.
• Turn the power off when making adjustments to the sewing machine
such as changing the presser foot and needle.
• Never race the sewing machine at high speed.
• Make sure the take-up lever is in the upper position before pulling out
the fabric and cutting threads.
• It is important to keep the machine as free of lint as possible.
• Do not push or pull the fabric while sewing. You should simply guide
the fabric with your hands without forcing it.

ACTIVITY 29
Read the following statements. Write True if the statement is
correct, and False if it is not.
1. You should start using the sewing machine
even without clear instructions or supervision.
2. You should simply guide the fabric with your
hands instead of forcing it to move.
3. You must check that the machine and its
cord are in good working condition before starting sewing.

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4. There is no need to turn off the power of the sewing machine
when you are just making a few adjustments.
5. You should avoid wearing loose clothing when using the sewing
machine.
6. It is fine to hand sew at any position as long as your hands
move properly.
7. You must check all adjustments and settings of the sewing
machine before starting any sewing operation.
8. You must clean the sewing machine often to ensure that it is
free from lint.
9. Two people can use a sewing machine at the same to save time.
10. Before starting sewing, the workplace should be clean and free
from any obstacles.
ACTIVITY 30
Make a three- to five-minute commercial reminding people of the safety
procedures in using the sewing machine. Make it both informative and entertaining.
POST-ASSESSMENT
I. Drawing. Draw and label three tools under each given classification.

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1. Cutting tools

II. Identification. Determine what is being described in each item. Write your
answer in the space before each number.
1. It is a small machine that is used for finishing the raw
edges of the cloth to avoid its unraveling.
2. It is also called as lockstitch sewing machine and operated by
foot but can be converted to electric power machine.
3. It can create 1,000 stitches per minute, and can also be
called as straight stitching machine or industrial sewing machine.
4. It is a way to take body measurements from the left part of
the body to the right.
5. It is a way to take body measurements from the upper part

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of the body to the lower part.
6. It is a way to take body measurements around the body or
360 degrees body part.
7. It is the system where the unit of measurement used is
inches.
8. It is the system where the unit of measurement used is
meters and centimeters.
9. It is taken from the base of the neck down to the waistline
passing through the highest point of the bust.
10. It is taken around the prominent part of the hips, which
is about 7 to 8 inches from the waistline.
11. It is taken from the base of the neck passing through the
shoulder blades down to the natural waistline.
12. It is taken from the shoulder tip point to the other
shoulder point across the back.
13. It is fitting measurement taken around the fullest part of
the bust.
14. It is taken from the base of the neck down to the tip of
the bust.
15. It is taken from the waistline down to the desired length.
III. Identifying Causes. Write the possible causes of the following sewing machine
problems.
A. Skipping stitches

1. 2.
3.
B. The needle breaks

1. 2.
3.

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C. The machine runs hard

1. 2.
3.
CHAPTER 4
HANDICRAFTS
Introduction and Focus Questions
How is embroidery different from normal sewing? What are the tools used in
embroidery? How can handicraft making help address the pressing problems about
garbage? What is the significant role of gift wrapping in making your gift special?
In this chapter, you will know the importance of different kinds of embroidery
and how to recycle the things that you think has no use anymore. You will also learn
how to make your gift extra special through skills in gift wrapping.

CHAPTER OBJECTIVES:
Lesson 1: Learners will know … (Knowledge)
Tools and • the tools and materials used in embroidery; and
Materials in • the basic stitches in embroidery. Learners will be able to …
Embroidery (Skills)
• differentiate the different tools and materials used in
embroidery;
• use embroidery materials and tools efficiently; and
• perform the various embroidery stitches.
Lesson 2: Learners will know … (Knowledge)
Types of • the types of recycling;
Recycling • the common recyclable materials; and • the meaning of
upcycling.
Learners will be able to … (Skills)
• differentiate the kinds of recycling; and
• perform recycling activities.

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Lesson 3: Learners will know … (Knowledge)
Various • the different tools used in gift wrapping; and
Techniques of • the techniques of gift wrapping.
Gift Learners will be able to … (Skills)
Wrapping • perform the various gift-wrapping techniques.
PRE-ASSESSMENT
Let’s see what you know so far!
I. Question-and-Answer. Answer the following questions.
1. What is the importance of embroidery in the handicraft industry in the
Philippines?

2. H
av
e
you ever tried recycling? What materials did you use?

3. H
o
w
important do you think recycling is?

4. H
o
w
do you think can gift wrapping affect gift giving?

5. H
o
w
can one’s creativity be expressed with handicraft making?

II. E
n
u
meration. List down what is being asked.
A. Five tools and materials that are used in embroidery

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1. 2. 3. 4.
5.
B. Five recyclable materials

1. 2. 3. 4.
5.
C. Five materials that can be used in gift wrapping

1. 2. 3. 4.
5.
Lesson 1
Tools and Materials in Embroidery

WHAT’S U P
Accomplish the KWL Chart below to see what you know and what you want
to know about embroidery. At the end of the lesson, go back to this chart to fill out
the column for the things you learned.
What I Know What I Want to Know What I Learned
(K) (W) (L)

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DISCUSSION TIME
Learning Competencies: L.O. 1: Use basic tools in embroidery – 1.1 Basic
tools and materials in embroidery are identified
Handicrafts are products made by hand or simple tools. One of the popular
handmade products in the Philippines today are embroidered garments such as Jusi
or Piña. Embroidery is defined as an art of decorating the fabric by stitching designs
using a needle and yarns.

TOOLS AND MATERIALS IN

EMBROIDERY A. Materials in
Embroidery
1. Embroidery thread is a yarn made specifically for embroidery.
a. Crewel yarn is made from wool or wool-like acrylic and has two
strands.
b. Embroidery floss is made from cotton or silk that has six strands of
thread that can be loosely twisted.
2. Fabric of any kind that can be used for embroidery as long as it
gets to the hole. One of the most common fabric that is ideal for
beginners is canvass.
B. Tools in Embroidery
1. Embroidery hoops or stiletto is also known as embroidery frames. It
is used to hold the fabric in place, making it stable.
2. Embroidery needle is a short piece of steel having an eye on the
other side and a fine tip on the opposite side. The following are some
of its types:
a. Crewel is used for most standard embroidery with size ranging

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from 1–10cm. It has sharp-pointed needle with a medium length.
b. Chenille is a thicker and longer needle with size ranging from 13–26
cm. It has a sharp-pointed needle ideal for thick or heavier yarns.
c. Tapestry needle is similar to chenille. It is a sharp, blunt tip needle.
Its main purpose is for thread counting.

ACTIVITY 31
Identify what is being described in each item. Write your answer in the space
before each number.
1. It is used to hold the fabric in place to make it
stable.
2. It is a yarn made specifically for embroidery.
3. It is a short piece of steel having an eye on the other side
and a fine tip on the opposite side.
4. It is a sharp-pointed embroidery needle with a medium
length.
5. It is a sharp, blunt tip needle whose main purpose is for
thread counting.
6. It is a sharp-pointed needle ideal for thick or heavier
yarns.
7. It is a yarn made from wool or wool-like acrylic and has
two strands.
8. 9. These are products made by hand or simple tools.
It is made from cotton or silk that has six strands of
thread that can be loosely twisted.
10. It is defined as an art of decorating the fabric by
stitching designs using a needle and yarns.
Learning Competencies: 1.2 Different embroidery stitches are performed
based on the given steps; 1.3 Proper use of tools is observed.
BASIC EMBROIDERY STITCHES
The following are some of the basic embroidery stitches you can try.
Remember to always start stitching using the wrong side of the fabric in embroidery.
1. Running stitch is the most basic embroidery stitch and is also ideal for

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creating an outline.
2. Backstitch creates a solid line stitch that makes it applicable for letters or
texts.
3. Split stitch also creates a solid line. It is the opposite of the backstitch because
it creates an overlapping stitch with the right side of the cloth, which will be
seen with the wrong side of the backstitch; while a straight line with the wrong
side of the split stitch is see with the right side of the backstitch.
4. Stem stitch also creates a solid line good for outlining, which makes it ideal
for creating stem of the flower.
5. Satin stitch fills the whole shape with a thread and creates a smooth texture.
This is considered as good filler for various designs.
6. French knot literally creates knot, which makes the texture and accent more
unique.
7. Chain stitch is connected with each other and is ideal for creating frames.
8. Lazy daisy stitch is a chain stitch but goes from one direction to another.
9. Feather stitch somewhat creates a continuous letter “V” but it is done
vertically.
10. Seed stitch is a stitch that is randomly done like sprinkling seeds.

ACTIVITY 32
Search for video tutorials in the internet about the ways to make the 10 basic
embroidery stitches. Then, perform in separate pieces of fabric. Make a portfolio
compiling these stitches. Be ready to present to your teacher.
Lesson 2
Types of Recycling
WH

AT’S UP
Answer the following questions.
1. What types of garbage do you think can be recycled?

2. How can recycling address the pressing problems about garbage?

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3. Do you think it is possible to achieve a zero-waste management at home?

Elaborate your answer.

DISCUSSION TIME
Learning Competency: LO 1. Understand Recycling – 1. Recycled articles are
identified based on recyclable materials
RECYCLING
Recycling is defined as the process of transforming an item that has already been
thrown away into something that can still be used for another purpose.
There are two types of recycling, these are the following:
1. Internal recycling means recycling the waste materials that are collected from
the manufacturing process.
2. External recycling means recycling worn-out materials or products that was
continually used.

Common Recyclable Materials

The following are some common materials that can still be recycled.
1. Paper – You can make products like baskets, paper mâché, paper picture
frames, paper beads, gift wraps, paper bags, and accessories using paper that
you no longer need.
2. Plastic container – You can create planters, coin banks, book organizers,
pencil cases, and wallets using plastic containers.
3. Glass – You can create mosaic glass tiles, glass accessories, and wind chimes
using glass.
4. Fabric scrap – You can make rag rugs, stuffed toys, accessories like bracelet or
headband, belts, sewn sleeves, and coasters using fabric scraps.
UPCYCLING
When a person transforms a product into another form but with the same
value, it is called recycling. However, when the value becomes higher after recycling
and transforming the item, it is called upcycling. From the term itself, upcycling
means making better quality through recycling or better environmental value after

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the process of transforming the product. Some examples of upcycling are:
• From old newspaper to paper bag
• From shoes to planters
• From plastic bag to a coiled basket
• From plastic bottles to hanging plants
• From empty cans to pen holders

ACTIVITY 33
Make a project out of recyclable materials. You may use tin cans, plastic bottles,
old newspapers or magazines, carton, or any other materials. List down the materials
and procedure in the space below. Monitor your progress by taking photos for each
step. Make a portfolio, and be ready to present to your teacher along with the
recycled product.
Be guided by the following criteria:
Originality 30%
Creativity 50%
Presentation 20%

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Lesson 3
Various Techniques in Gift Wrapping
WH

AT’S UP
Answer the following questions.
1. Do you think gift wrapping is still a valuable skill to learn nowadays? Why or
why not?

2. How does gift wrapping affect the presentation of one’s gift?

3. How can you present a gift without spending too much?

DISCUSSION TIME
Learning Competencies: LO1. Wrap Gift Items – 1. Tools are properly used; 2.
Principles and elements of design are applied.
GIFT WRAPPING
Gift wrapping does not require a person to spend too much money for it.
There are readily available materials at home that can be used to create a presentable
wrap. Making recycled gift wrap will not only create a sense of fulfilment but will
also make the receiver feel extra special.

Techniques to Wrap a Gift

The following are some techniques you can use in wrapping gifts.
A. Toilet Tissue Roll Gift Wrap
Materials:
• toilet tissue roll
• glue
• decorative paper
• ribbon or yarn Procedure:

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1. Flatten the toilet tissue roll.
2. Fold the opening of the tissue roll, both left and right.
3. Decorate the tissue roll using used decorative papers and ribbons
based on your preference.

B. Decorative Gift Wrap

Materials:
• colored paper
• brown paper
• Scotch tape
• glue
• scissors
• pencil
Procedure:
1. Wrap the gift box using a colored paper.
2. Using the middle part of the brown paper, copy the size of the top
part of the gift box.
3. Draw a shape that prefer for the top part and divide the shape into
two equal parts, creating a broken line.
4. Cut the half part of your drawing, which will be the opening part of
the brown paper.
5. Wrap the gift with a brown paper.

C. CD Mosaic Gift Wrap

Materials:
• colored paper
• old CDs
• scissors
• glue or double-sided tape Procedure:
1. Cut the old CDs into smaller pieces.
2. After wrapping the gift with a colored paper, glue the pieces of CD on
the colored paper.
3. Secure the pieces of the CD using a glue or double-sided tape.

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ACTIVITY 34
Choose an occasion and wrap a gift for someone. You may choose from the
techniques discussed here or make your own using your creativity. List down the
materials and procedure in the space below. Monitor your progress by taking photos
for each step. Make a portfolio, and be ready to present to your teacher.
Be guided by the following criteria:
Originality 30%
Creativity 50%
POST-ASSESSMENT
Presentation 20%
I. Matching Type. Match Column A with Column B. Write the letter of the
correct
answer in the space provided.
A B
1. It a stitch that is randomly done like a.
backstitch
sprinkling seeds. b. chain stitch
2. It somewhat creates a continuous letter
c. feather stitch “V” but it is done vertically.
3. It is a chain stitch but goes from one d.
French knot
direction to another. e. lazy daisy stitch
4. It is connected with each other and is f.
running ideal for creating frames. stitch
5. It literally creates knot, which makes g.
satin stitch the texture and accent more unique.
h. seed stitch 6. It
fills the whole shape with a thread
and creates a smooth texture. i. split stitch
7. It creates a solid line good for outlining j. stem stitch and is
ideal for creating stem of the flower.
8. It is the opposite of the

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backstitch because it creates an
overlapping stitch with the right side of
the cloth.
9. It creates a solid line stitch
that makes it applicable for letters or texts.
10. It is the most basic
embroidery stitch and is also ideal for
creating an outline.
II. Enumeration. List down what is being asked.
A. Five examples of upcycling (aside from the examples already given) 1.
2. 3.
4.
5.
B. Five other gift
wrapping techniques
1.
2.
3.
4.
5.
CHAPTER 1: COOKERY
cleaning – a physical removal of visible soil and food
disinfectant – a substance used to destroy germs and diseases
food sanitation – the protection of food from any sort of contamination to ensure
the health and safety of anyone who eats the food being prepared
hazard – a situation that could be dangerous to people in the workplace
infestation – the state of being infested as with parasites or vermin
kitchen – a room especially set apart and containing the necessary utensils for
cooking food
markup – the difference between how much an item costs you and how much you
sell it
occupational health and safety – the campaign and maintenance of the well-being
of workers in every occupation
price – the amount charged for a product
production cost – refers to the total cost of expenses used to manufacture a
product sanitation – refers to the application of measures that will make the
physical environment healthful

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GLOSSARY
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CHAPTER 2: CAREGIVING
caregiver – a worker who is qualified to provide personal care independently or
with minimal supervision, to children, elderly or people with special needs
caregiving – the profession of regularly looking after a child, a sick person, an
elderly, or people with special needs
hazard – refers to anything that may cause harm to an individual, such as chemicals,
electricity, physical hindrances, and the like
risk – the possibility of getting harmed by hazards and the indication of how serious
it can be

CHAPTER 3: DRESSMAKING
cutting tools – a cutting implement; a tool for cutting
English system – system of measurement using inches as the basic unit
fabric – the cloth used in making garments
measuring tools – an instruments used for obtaining quantities, dimensions or
forces of real world objects
Metric system – system of measurement using meters and centimeters as the basic
unit sewing machine – a textile machine used to stitch fabric, cards and other
material with thread
sewing tools – instruments that aid in accomplishing a sewing task

CHAPTER 4: HANDICRAFTS
embroidery – defined as an art of decorating the fabric by stitching designs using a
needle and yarns
handicrafts – products made by hand or simple tools
recycling – defined as the process of transforming an item that has already been
thrown away into something that can still be used for another purpose
upcycling – making better quality through recycling or better environmental value
after the process of transforming the product
PHOTO CREDITS

By Arkrishna - Own work, Public Domain,

https://commons.wikimedia.org/w/index. php?curid=5630953
By Santeri Viinamäki, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.
php?curid=66702113
By Olaf Simons - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/
index.php?curid=18665354
By Evan-Amos - Own work, Public Domain, https://commons.wikimedia.org/w/

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index.php?curid=12038229
By Rlsheehan - Own work, CC BY-SA 4.0,
https://commons.wikimedia.org/w/index. php?curid=63751174
By kai Stachowiak: Thermometer Digital Fever Free Photo, Public Domain,
https://www.needpix.com/photo/1439299/thermometer-digital-fever-
healthtemperatureshown-behealthy-temperature-sick-digitalclinicalthermometer
By No machine-readable author provided. Piotrus assumed (based on copyright
claims). - No machine-readable source provided. Own work assumed (based on
copyright claims)., CC BY-SA 3.0, https://commons.wikimedia.org/w/index.
php?curid=1578068
By stevepb: Vacuum Cleaner Carpet Cleaner Housework Housekeeping, No
attribution required, https://pixabay.com/photos/vacuum-cleaner-carpet-
cleaner-657719/
By ICUnurses - Own work, CC BY-SA 4.0,
https://commons.wikimedia.org/w/index. php?curid=34382464
By Flickr user Tunstall Telehealthcare - https://www.flickr.com/photos/
tunstalltelehealthcare/6850731499, CC BY 2.0, https://en.wikipedia.org/w/
index.php?curid=34739378

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