School: GREENHILL HIGH SCHOOL Grade Level: 10
GRADES 1 to 12 Teacher: MICHAEL L. DELA PEÑA Learning Area: TLE - COOKERY
DAILY LESSON LOG Teaching Dates and
JANUARY 27-31, 2025 (WEEK 7 – 2:20-3:15) Quarter: 3
Time:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
At the end of the lesson, the At the end of the lesson, the
students are expected to: students are expected to:
a. Define Expenses. a. Define mark-up.
b. Compute the expenses b. Analyze/follow the
I. OBJECTIVES HOLIDAY according to cost of HOLIDAY formula of peso mark
production. up.
c. Compute peso mark-
up according to cost
of production.
The learners demonstrate an The learners demonstrate an
understanding in performing understanding in performing
A. Content Standards
mensuration and calculation mensuration and calculation
in cookery. in cookery.
The learners independently The learners independently
B. Performance
measure and calculate measure and calculate
Standards
ingredients in cookery. ingredients in cookery.
C. Learning
LO 2. Calculate cost of LO 2. Calculate cost of
Competencies/
Production Production
Objectives Write the
TLE_HECK7/8PM-0e-5 TLE_HECK7/8PM-0e-5
LC for each
II. CONTENT Costing the Finished Costing the Finished GPP
Products/Recipes Products/Recipes (GARDENING)
Expenses Mark-up
III. LEARNING
RESOURCES
A. References Commercial Cooking Commercial Cooking
1. Teacher’s Guide
14 14
pages
2. Learner’s
Materials pages 45-46 45-46
3. Textbook pages
B. Other Learning
Resources
A. Reviewing Recall the lesson on the Recall the lesson on the
previous lesson or substitution of ingredients. computation of food
presenting the new cost/expenses.
lesson
MOTIVATION- Show sample of MOTIVATION- Show sample
B. Establishing a
the computation for the of the computation for the
purpose for the
expenses through power peso mark-up through power
lesson
point presentation. point presentation.
ANALYSIS- Sharing of ideas ANALYSIS- Sharing of ideas
C. Presenting
Let the students share their Let the students share their
examples/instances
ideas on the sample ideas on the sample
of the new lesson
computation of the expenses. computation of mark-up.
ACTIVITY ACTIVITY
The group will be given a The group will be given a
sample recipe. Let the group sample expenses of food
compute the expenses of the cost. Let the group compute
ingredients indicated in the the mark-up base on their
recipe provided. Let them knowledge on food costing.
follow the guide questions in Let them follow the guide
doing the activity. questions in doing the
Guide Questions: activity.
D. Discussing new
1. How do you find the Guide Questions:
concept and
activity? 1. How do you find the
practicing new skills
2. Why it is necessary to activity?
#1
compute the expenses of the 2. Why it is necessary to
dish or recipe? compute the mark-up of any
3. What mathematical food cost?
operation did you use in the 3. What mathematical
computation of expenses? operation did you use in the
4. What skill did you discover computation of mark-up?
after the given activity? 4. What skill did you
discover after the given
activity?
ABSTRACTION ABSTRACTION
Discussion on: Discussion on:
E. Discussing new - Definition of expenses. - Definition of mark-up.
concepts and - The food cost/expenses - The peso mark-up formula
practicing new skills through power point through power point
#2 presentation. presentation.
- Video presentation on the - Video presentation on the
computation of the expenses. computation of mark-up.
F. Developing APPLICATION- Group work APPLICATION- Group work
mastery (Leads to Let the group compute for Let the group compute for
formative the expenses of the following the peso mark-up of the
assessment) dish or recipe: following dish or recipe base
Group 1- Cookies on the formula of mark-up:
Group 2- Cupcake Group 1-Adobo
Group 3-Chiffon cake Group 2- Menudo
Group 4-Pandesal Group 3-Afritada
Group 5-Ensaymada Group 4-Tinolang Manok
Group 5-Mechado
G. Finding Individual Performance-Board Individual Performance-
practical/ work. Board work
application of Let the students compute the Let the students compute
concepts and skills in expenses given on the board. the peso mark-up given on
daily living the board.
H. Making Recapitulation of the lesson. Recapitulation of the lesson.
generalizations
and abstractions
about the lesson
Complete the following table. Given the following recipe
Items: and its estimated cost,
1. Bibingka compute for the total
2. Cup cake purchase cost and impose a
3. Pulvoron 50% mark up to determine
4. Chicharon the selling price of your
Purchase cost/buying product. Yield=24 servings
price Item
5.00 2 K chicken
7.00 1 head of garlic
3.00 4 Tbsp soy sauce
25.00 1 tsp ground black pepper
Selling price 1/2 cup vinegar
7.00 2 Tbsp cooking oil
I. Evaluating 10.00 Unit coct
Learning 4.00 115.00/kilo
35.00 50.00/kilo
Peso markup 20pcs/kilo
__________ 15.00/bottle Approx. 32T
__________ 1.00/ small pack ½ t/pack
__________ 12.00/bottle Approx. 2
__________ C/bottle
Percentage mark up 40.00/bottle Approx. 32T
__________ Total Cost
__________ _____ _____ _____ _____
__________ _____ _____ _____
__________ Peso mark-up _____
Selling Price per serving
_____
TOTAL
J. Additional Collect at least 5 recipes and N/A
activities for Compute the expenses of the
application or ingredients. Compile your
remediation output in your portfolio.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B.No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
Prepared By: Checked By: Monitored By: Monitored By:
MICHAEL L. DELA PEÑA CARMELA A. ALFONSA EMELIA B. SANTANDER _____________________
Teacher III Head Teacher I PSDS
