CULINARY ESSENTIAL MATH SKILLS FOR THE APPRENTICE - INSTRUCTOR HANDBOOK
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Culinary
Essential Math Skills for the Apprentice
Instructor Handbook
Math Skills for the Culinary Apprentice – Instructor Handbook 2 Table of Contents INTRO Overview and Objectives............................................................3 The Four Stations........................................................................4 STATION 1 Initial Skills Assessment.............................................................5 The Importance of Standardization...........................................6 Metric and Imperial.................................................................7-8 Kitchen Conversion Charts.........................................................9 STATION 2 Measuring Equipment and Demonstration........................10-11 Measuring Theory.....................................................................12 Measuring Exercise...................................................................13 STATION 3 Practical Demonstration - Scones/Tea Biscuits......................14 THEORY Fractions....................................................................................15 Calculating Yield, Portion, and Trim........................................16 Exercise in Calculating Yield, Portion, and Trim................17-18 STATION 4 – Assessment & Evaluation Short Answers...........................................................................19 Recipe Conversion – U.S. Measures.........................................20 Recipe Conversion – Metric Measures.....................................21 Solutions..............................................................................22-24 ADDITIONAL RESOURCES Yield Charts..........................................................................25-26 Dry Spice Conversion Chart.................................................27-30 Source and References.............................................................30 Culinary: Essential Math Skills for the Apprentice – Instructor Handbook
Math Skills for the Culinary Apprentice – Instructor Handbook 3
Overview
The common math skills used in the culinary industry are metric, weights and volume,
percentages, decimals and fractions. This guide is designed to help facilitators plan and present
professional development workshops for students interested in pursuing a career in the field of
Culinary Arts.
Objectives
Many people see “hands-on” as a single approach to teaching rather than as a wide range
of approaches that can vary considerably from each other. Effective culinary math teaching
requires that students understand why math is so important in everyday use in the life and
the kitchen. It is the facilitators intent to demonstrate the application of basic math skills as it
applies to everyday culinary operations.
Target The primary focus of this program is for the development and
Audience learning needs for individuals/groups in locally developed math.
The students are expected to understand decimals, fractions,
Math Literacy percentages, basic weights and measures. The student should
Expectations be competent in basic math skills (I.E. addition, subtraction,
multiplication and division)
In this guide, there is a materials list for 12 participants. Quantities
of materials and other workshop logistics can be adjusted to suit
Materials other group sizes. However, smaller group allow for a lively group
interaction, a key component of the workshop.
This workshop will take approximately 6 hours to complete.
Hours Planning typically takes about 3 hours, not including the time
necessary to prepare materials.
Culinary: Essential Math Skills for the Apprentice – Instructor Handbook
The four stations 4
Learning assessment sheets, theory handouts and content discussion
1. Metric Charts a. Weights and measures
Station 1 2. Imperial Charts a. Weights and measures
3. Measurement Conversion Equivalents a. Metric and imperial
Equipment Demonstration
1. Weigh dry ingredients (spring loaded and digital scales)
Station 2 2. Measure liquid ingredients (measuring cups)
3. Measure using spoons for small quantities (liquid and dry)
4. Using linear measurement
Practical Demonstration
Station 3 1. Weighing out of ingredients for a scone/tea biscuit recipe
Assessment and Evaluation
Station 4 1. Workbook exercises. The facilitator sets the tone for the group and
helps keep participants motivated and engaged. Here are some key
things the facilitator can do to facilitate participants’ learning:
• Build a literacy program based on respect for the strengths of the
participants.
• Invite questioning by learners and participation in the group to
create a rich learning experience.
• Focus on the strengths of the participants.
• Interacts to find out the interests of participants, rich learning
comes from incorporating these interests.
• Ensure participants take part in aspects of decision making.
• Evaluate the participants’ skill development
• Continually promote the participatory approach and makes sure
the learning needs of the participants are being met.
• Questions the instructor can prompt the participants include:
What are we doing now? What is working? What needs to be
changed? Are we being successful in delivering the short-term
and long-term goals we are striving for? If not, why? What
changes would make our efforts more successful?
Culinary: Essential Math Skills for the Apprentice – Instructor Handbook
Station 1 – Initial Skills Assessment Page 3 in Student Handbook 5
The following skill assessment activity will produce results that can be used for informal
assessments and to help teachers know more about participants’ skill level and goals.
This assessment tool gives a quick picture of participants’ skill levels. The facilitator reassures the
participant that this is not the kind of assessment used to pass or fail. Instead, its purpose is to
give the facilitator an idea of how much support they will need to be successful in completing the
workshop. It will also help to decide how to organize people to work in pairs or in small groups.
Essential Skills Questions Responses and Interpretation
Kitchen scales or • Have you ever used any type of Uses regularly, are you comfortable using them?
any measuring measuring tools in a kitchen? Are you able to tare? (culinary term)
equipment.
Reading text • What kinds of things do you read Reads regularly—suggests competence with
regularly? (e.g. newspapers, familiar words and formats.
e-mails, letters, books, etc.) Reads longer material (novels, chapter books,
• Is there anything about reading articles)—suggests more advanced skills, ability
that you find difficult? to make connections between concepts in
• What do you feel you need to different parts of the passage, read between the
do or learn in order to become a lines, and learn new facts and ideas.
better reader? Responses tell you if this person may need help
to read short, clear sentences (e.g., instructions
on worksheets, recipes) passages with long and
unfamiliar words (e.g., nutrition cards).
Numeracy • Do you do tasks where you Practising the basics: addition, subtraction,
have to measure ingredients or multiplication, division, mental computation:
materials (e.g., cooking) Common fractions and percentages: ½, ⅓, ¼, ¾,
• Do you play games or musical 50%, 25%, 75%:
instruments? Common metric units: measuring weight, length,
• Are there any math skills you volume and temperature
think you could improve in your
everyday life
Computer Use • How often do you use a Although many people use their computer
computer? Do you have one at regularly, they may use it for only a few familiar
home? tasks. Find out about their range of experience.
• Do you need help when using Responses will tell you how much support this
it? What do you use it for (e.g., person will need to open a word processing
e-mail, finding information on the program and key in text; log on to the internet
internet, etc.)? and find a particular site; search the internet for
• Have you ever used interactive information; navigate educational web sites.
web sites such as learning
programs or games?
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookStation 1 – The Importance of Standardization Page 4 in Student Handbook 6 Reasons to standardize • Produce high quality products • Serve meals in a timely manner • Be able to serve the numbers expected • Create satisfied customers • Avoid waste • Earn a profit • Work efficiently Standardized procedures in the food service industry • Recipes • Yields • Ingredients • Measurements • Temperature • Purchasing • Pricing • Portion control • Cost calculations Culinary: Essential Math Skills for the Apprentice – Instructor Handbook
Station 1 – Metric AND Imperial Theory Page 5 in Student Handbook 7
Professional Kitchens use two systems of measurement:
Metric Imperial (used mainly in the US)
There are four basic units There are four basic units used in
used in the metric system: the imperial system:
1. The gram is the basic 1. Ounce is the basic unit
unit of weight. of weight
2. The liter is the basic unit 2. Fluid ounce is the basic unit
of volume. of volume
3. The meter is the basic 3. Feet and inches are the basic
unit of length. unit of length
4. The degree Celsius is the 4. The degree Fahrenheit is the
basic unit of temperature basic unit of temperature
Dry measures Dry Measures
• Gram (g) Kilogram (kg) • Ounces (oz.), and Pounds (lbs.)
Liquid Measures Liquid Measures
• Milliliter (ml), Liter (L) • Fluid ounces (fl. oz), gill (gill),
pint (pt.), quart (qt.)
*Simplified representation, actual ratios vary.
lbs
g kg oz
ml
L fl.oz
gill
pt qt
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookStation 1 – Metric AND Imperial Theory Page 6 in Student Handbook 8
Weight (Mass) Volume (Liquid)
1,000 milligrams = 1 gram 1,000 milliliters = 1 liter
1,000 grams = 1 kilogram
Weight Conversion Between Volume Conversion Between
U.S. Standard Measure and Metric U.S. Standard Measure and Metric
1 ounce = 28.35 grams 33.8 fluid ounces = 1 liter
2.21 pounds = 1 kilogram
Liter vs. Quart 1 Liter = 33.8 fl. oz 1 Quart = 32 fl. oz
Demonstrate to show
the students that these
are not the same.
Ounce vs. Gram
=
1 oz = 28 grams
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookKitchen Conversion Charts Page 7 in Student Handbook 9
See end pages for more conversion and yield charts
Most recipes found on cooking websites in Canada and the United States use cups not grams.
*Close approximations
Cup Fluid Oz Tbsp Tsp Milliliter
1C 8 oz 16 Tbsp 48 tsp 237 ml
3/4 C 6 oz 12 Tbsp 36 tsp 177 ml
2/3 C 5 1/3 oz 10.6 Tbsp 32 tsp 158 ml
1/2 C 4 oz 8 Tbsp 24 tsp 118 ml
1/3 C 2 2/3 oz 5.3 Tbsp 16 tsp 79 ml
1/4 C 2 oz 4 Tbsp 12 tsp 59 ml
1/8 C 1 oz 2 Tbsp 6 tsp 30 ml
1/16 C 1/2 oz 1 Tbsp 3 tsp 15 ml
Liquid Butter
1 tsp = 6ml 1/8 cup = 30g
1 Tbsp = 15ml 1/4 cup = 55g
1/8 cup = 30ml 1/3 cup = 75g
1/4 cup = 60ml 1/2 cup = 115g
1/2 cup = 120ml 2/3 cup = 150g
1 cup = 240ml 3/4 cup = 170g
1 cup = 225g
Dried Ingredient Oven temperatures
1 tsp = 5g 275°F = 140°C
1 Tbsp = 15g 300°F = 150°C
1oz = 28g 325°F = 165°C
1 cup flour = 150g 350°F = 180°C
1 cup caster sugar = 225g 375°F = 190°C
1 cup icing sugar = 115g 400°F = 200°C
1 cup brown sugar = 175g 425°F = 220°C
1 cup sultanas = 200g 450°F = 230°C
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookStation 2 – Measuring Equipment Page 8 in Student Handbook 10
and Demonstration
Scales
Why do we use scales in a professional kitchen?
• Accuracy by weight
• Dry ingredient measurement preparation
• Portion control
• Consistency
• Types: digital, spring loaded, balance/baker’s scale
Digital
Spring Loaded
Balance/Baker’s Scale
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookStation 2 – Measuring Equipment Page 9 in Student Handbook 11
and Demonstration
Measuring Tools
Liquid Measuring tools
• Variety of clear plastic and glass, container sizes
• Measured in milliliters, fluid ounces and cups
• Read at eye level on level surface
Measuring Spoons
• Small quantities of dry and liquid ingredients
• Sets include:
1 and ½ tablespoon, 1, ½ and ¼ teaspoons
Test # 1. Measuring Flour in Both Dry and Liquid Measuring Cups
To demonstrate how each type of measuring cup fared, the facilitator will ask the students to
measure 1 cup of all-purpose flour in both dry and liquid measuring cups. We then weigh the
flour to assess accuracy (a properly measured cup of all-purpose flour weighs 5 ounces). With the
dry measuring cup, the measurements are off by as much as 13%. This variance can be attributed
to how each student dipped the cup into the flour; a more forceful dip packs more flour into the
same volume. Measuring flour in a liquid measuring cup, where it’s impossible to level off any
excess, drives that variance all the way up to 26%.
Test # 2. Measuring Water in Both Dry and Liquid Measuring Cups
Have the students then measured 1 cup of water, then weigh it. It should weigh 8.345 ounces in
both dry and liquid measuring cups. The dry cup varies by 23%, while the liquid cup varies by
only 10%. In this case, it is much easier to gauge the volume of water in the liquid measuring
cup, as its transparency allows measurers to see when the meniscus—the bottom of the curved
surface line of the liquid—has touched the 1-cup line. There is a greater variance when measuring
water in a dry cup because it is so easy to overfill, as the surface tension of water allows it to sit
slightly higher in this type of vessel.
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookStation 2 – Measuring Theory Page 10 in Student Handbook 12 The Best Way to Measure Dry Ingredients When measuring a dry ingredient, it is best to scoop it up with a dry measuring cup and then sweep off the excess with a flat utensil, a method we call “dip and sweep.” The Best Way to Measure Liquid Ingredients To fill a liquid measuring cup, we recommend placing it on the counter, bending down so that the cup’s markings are at eye level, and then pouring in liquid until the meniscus reaches the desired marking. The Most Accurate Way to Measure Any Ingredient And whenever you want to be nearly 100 percent accurate, use a scale! Learning the Difference Weigh Volume Have students name some measures Have students name some measures commonly found in the kitchen commonly found in the kitchen (e.g. salt pepper, spiced, dried herbs, etc.) (e.g. oil vinegar, water, etc.) What is the difference between them? An excellent example is flour. If you “dip” the measuring cup into the flour bag you will get a different amount of flour than if you “spoon” the flour into your measuring cup. This is because flour tends to compact with transportation and storage and there is also the problem of humidity affecting its’ density (volume). However, neither of these things will affect the weight of flour. Because 130 grams of flour is always 130 grams of flour. Culinary: Essential Math Skills for the Apprentice – Instructor Handbook
Station 2 – Measuring Exercise Page 11 in Student Handbook 13
Experimenting with Measurement
Follow the steps below to compare measuring ingredients by weight and by volume.
Step 1 Assemble a baker’s (balance) scale, a flat metal spatula, a set of measuring cups, a large
mixing bowl and a bin of all-purpose flour.
Step 2 Familiarize yourself with the baker’s scale by being able to recognize the parts.
• Two platforms on each side of the balance beam
• Food is always placed on the left side of the pan
• The counterweights are placed directly on the right platform
• A small moveable weight is located on the balance beam
• The counterweights are used to measure lbs while the small movable weight
is used to weigh ounces
Step 3 Move the movable weight on the beam to zero (0). Place a pan on the left platform.
Place the appropriate counterweight (2lb) on the right platform to balance the scale.
Step 4 Scoop the flour into the pan on the left until the scale balances. Have your facilitator
check your measurement. Remove the flour and place in a mixing bowl making sure to remove
all the flour.
Step 5 Now you will measure more flour by volume instead of weight. The equivalent of 2 lbs of
unsifted flour is 7 ¼ cups. Use a measuring cup to measure out 7 ¼ cups of flour. Level off each
cup with the spatula. Carefully empty each cup of measured flour into the empty pan on the left
platform of the baker’s scale.
Step 6 Find the weight of the flour measured by volume in the pan by adding counterweights
to the right platform. Move the small weight on the balance beam if necessary, until the scale
balances exactly.
Record the weight of the flour ______________
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookStation 3 - Practical Demonstration Page 12 in Student Handbook 14
At this stage, we are going to be weighing out all the ingredients for a Scone/Tea biscuit recipe
and cook them.
Scones/tea biscuits
Yield: \ 1.5 dozen Number of Portions: 9, 2 per serving Prep Time: 10 minutes
Size: \ 60gram Cooking Temperature: 400°F Cooking Time: 15 – 20 minutes
MISE EN PLACE PREPARATION METHODS
Quantity Ingredients Make the Dough
250 gram All-purpose flour • Sift the dry ingredients together into a mixing bowl
250 gram Pastry flour • Rub in butter until the mixture resembles a coarse,
5 gram Salt sandy texture
70 gram Sugar • Add raisins and mix evenly
25 gram Baking powder • Beat egg with mix and add to the dry ingredients
200 gram Butter (unsalted) • Mix just to combine, until soft dough is formed.
225 ml Milk • Bring dough to the bench and knead lightly for a few
1 (only) Egg seconds. Allow to rest.
• Shape the biscuits
1 (only) Egg for egg-wash • Dust the bench and roll out the dough to about 2 cm
thickness
100 gram Raisins (optional) • Use a pastry cutter
• Bake the biscuits
• Line a baking tray with parchment paper and place the
biscuits 5 cm apart. Brush with egg wash.
• Bake at 400°F for approximately 15-20 min.
Notes Equipment Needed
• Over kneading toughens • Scales (digital, baker’s or spring loaded)
the biscuits. • Measuring spoons and cups
• Variations can include apples, • Bench mixer
cinnamon, orange or lemon • Paddle attachment
zest, cranberries. • Dough hook attachment
• Savoury scones add grated • Biscuit cutter 2”
cheese, sun-dried tomatoes, • Sheet pan
and herbs (remember to • 2 stainless steel bowls
remove most of the sugar)
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookTheory – Fractions Page 13 in Student Handbook 15
Fractions
Here the facilitator explains the importance of fractions in the culinary industry by
demonstrating the problems below.
You have a cornbread that is 13 inches in length.
How many ¾ inch slices can be cut from this bread?
Solution
13 inches ÷ 3/4 inches =
13/1 x 4/3 = 52/3 = 17 1/3 slices
Here the facilitator explains the chart below
Fraction Decimal Percent
3/4 Numerator / Denominator 0.75 75%
Move decimal
95/100 0.95 2 places to the right 95%
6/100 = 3/50 0.06 6%
Read it in decimal, write it
9/1000 in fraction form to reduce it 0.009 0.9%
Move decimal
75/10000 = 3/400 0.0075 2 places to the left 0.75%
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookTheory – Calculating Yield, Portion, and Trim Page 14 in Student Handbook 16
Yield Percent (Y%) and Recipe Conversion Factor (RCF)
Yield A specific quantity of a food produced by a recipe.
To change the yield of a recipe.
Converting the recipe
(New yield, old yield)
Conversion factor New yield ÷ old yield = conversion factor
New Quantity Old quantity × conversion factor = new quantity
Price of an item before any trim or waste are considered.
As Purchased (AP)
Example: unpeeled, whole potatoes.
Price of an item after all trim and waste has been taken into
Edible Portion (EP)
account. Example: peeled, cubed potatoes.
The weight or volume of the waste.
Trim
AP– EP = Unusable Trim
Yield Percent (Y%) The percent of AP that is EP (edible portion)
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookExercise – Calculating Yield, Portion, and Trim Page 15 in Student Handbook 17
Calculating Trim
Make sure the students record their findings.
1. Students guess how much waste there is from peeling and trimming a single carrot.
2. Students will weigh a carrot, peel and trim it, weigh it again to see what the difference is.
3. Students will also weigh the peelings to see what the waste is.
Calculating Yield
If 44 kg of whole carrots yields 33 kg when cleaned and trimmed, what is the percentage yield?
Solution
Step 1: Divide the edible portion by the as-purchased quantity.
33 / 44 = 0.75
Step 2: Convert the decimal to a percent by multiplying by 100 or moving
the decimal two places to the right.
0.75 x 100 = 75
a. 76%
b. 75%
c. 1.3%
d. 13%
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookExercise – Calculating Yield, Portion, and Trim Page 16 in Student Handbook 18
Calculating Portions
Q. You have a recipe for Fried Rice that yields 2.7 kilograms of rice. You want to serve 30 guests
each an equal portion. How many grams is each portion? (Note: 1kg = 1000g).
Solution
Step 1: 2.7 x 1000 = 2700
2700 / 30 = 90
a. 27 g
b. 120 g
c. 45 g
d. 90 g
Converting a Recipe
A hummus recipe yields 1 litre of hummus and requires 240 ml of tahini. Calculate the RCF and
determine the amount of tahini needed for a desired yield of 5 litres of hummus.
Formulas
Conversion factor New yield ÷ old yield = conversion factor
New Quantity Old quantity × conversion factor = new quantity
Solution
Step 1: 5/1 = 5
Step 2: Multiply quantity of ingredients by RCF
240 x 5 = 1200
a. 120 g
b. 240 g
c. 1200 g
d. 1600 g
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookStation 4 – Assessment & Evaluation Page 17 in Student Handbook 19
Short Answers
1. A standardized recipe tells what to use.
2. There are pints in one quart.
3. There are ounces in two pounds.
4. Weight, Volume and numbers are examples of .
5. Use to measure very small amounts of dry ingredients by volume.
6. Measuring dry ingredients by is quick, easy and accurate.
7. The abbreviation for ounce is .
8. The system is used in most other countries while the imperial system is
used in the United States.
9. With the metric system food is measured by ,
and and , instead of ounces, pounds and quarts.
10. Multiply each ingredient quantity by (2 words)
when you have a recipe that produces 25 portions and you need to serve 75 portions.
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookStation 4 – Assessment & Evaluation Page 18 in Student Handbook 20
Recipe Conversion – U.S. Measures
The following ingredients and quantities are for a Cream of Mushroom Soup recipe that yields
24 portions, 8 oz. each. Convert the recipe to the yields indicated.
24 portions 60 portions 48 portions
Ingredients
8 oz. each 8 oz. each 6 oz. each
Butter 12 oz
Onion 8 oz
Mushrooms 1.5 lb
Flour 9 oz
White stock 4.5 qt
Milk 3 pt
Heavy cream 1.5 pt
Salt 2g
White pepper 1.5 g
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookStation 4 - Assessment & Evaluation Page 19 in Student Handbook 21
Recipe Conversion – Metric Measures
The following ingredients and quantities are for a Cream of Mushroom Soup recipe that yields
24 portions, 200 ml each. Convert the recipe to the yields indicated.
24 portions 60 portions 48 portions
Ingredients
250 ml each 250 ml each 200 ml each
Butter 375 g
Onion 250 g
Mushrooms 750 g
Flour 275 g
White stock 4.5 l
Milk 1.5 l
Heavy cream 750 ml
Salt 5g
White pepper 3g
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookStation 4 - Solutions Page 17 in Student Handbook 22
Short Answers
1. A standardized recipe tells what ingredients to use.
2. There are 2 pints in one quart.
3. There are 32 ounces in two pounds.
4. Weight, Volume and numbers are examples of measurements.
5. Use measuring spoons to measure very small amounts of dry ingredients by volume.
6. Measuring dry ingredients by weight is quick, easy and accurate.
7. The abbreviation for ounce is oz.
8. The metric system is used in most other countries while the imperial system is used in the
United States.
9. With the metric system food is measured by grams, and kilograms and liters, instead of
ounces, pounds and quarts.
10. Multiply each ingredient quantity by conversion factor when you have a recipe that
produces 25 portions and you need to serve 75 portions.
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookStation 4 - Solutions Page 18 in Student Handbook 23
Recipe Conversion – U.S. Measures
The following ingredients and quantities are for a Cream of Mushroom Soup recipe that yields
24 portions, 8 oz. each. Convert the recipe to the yields indicated.
24 portions 60 portions 48 portions
Ingredients
8 oz. each 8 oz. each 6 oz. each
Butter 12 oz 30 oz 18 oz
Onion 8 oz 20 oz 12 oz
Mushrooms 1.5 lb 3.75 lbs 2.25 lbs
Flour 9 oz 22.5 oz 13.5 oz
White stock 4.5 qt 11.25 qt 6.75 qt
Milk 3 pt 7.5 pt 4.5 pt
Heavy cream 1.5 pt 3.75 pt 2.25 pt
Salt 2g 5g 3g
White pepper 1.5 g 3.75 g 2.25 g
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookStation 4 - Solutions Page 19 in Student Handbook 24
Recipe Conversion – Metric Measures
The following ingredients and quantities are for a Cream of Mushroom Soup recipe that yields
24 portions, 200 ml each. Convert the recipe to the yields indicated.
24 portions 60 portions 48 portions
Ingredients
250 ml each 250 ml each 200 ml each
Butter 375 g 937.5 g 600 g
Onion 250 g 625 g 400 g
Mushrooms 750 g 1875 g 1200 g
Flour 275 g 687.5 g 440 g
White stock 4.5 l 11.25 l 7l
Milk 1.5 l 3.75 l 2l
Heavy cream 750 ml 1875 ml 1200 ml
Salt 5g 12.5 g 8g
White pepper 3g 7.5 g 5g
Culinary: Essential Math Skills for the Apprentice – Instructor HandbookYield Charts Page 20 in Student Handbook 25 Average Produce Yields from Whole Product to Usable Product Item Yield Item Yield Asparagus 56 Carrots Baby Peeled 61 Lettuce 24 ct. cello 85 Mushroom Oyster 5# 97 Peppers Yellow 15# 83 Squash Acorn 66 Avocado 72 Carrots Jumbo 82 Lettuce Boston 24 ct. 75 Mushroom Portabello 5# 90 Peppers, Bell Green and Red 65 Squash Butternut 66 Beans, Green or Wax 88 Cauliflower 12 count 55 Lettuce clean & Trim 4/6 ct. 89 Mushroom Shitake 3# 97 Potato Idaho100 ct. 81 Squash Green(Zucchini) 95 Beans, Lima 39 Celery 24 ct. 75 Lettuce Green leaf/24 ct. 67 Okra 78 Potato Red Bliss "A" 81 Squash Hubbard 66 Beets 76 Chard 77 Lettuce Red Leaf 24 ct. 67 Olive, Kalamata pitted 95 Potato Russet 100 ct. 81 Squash Yellow (summer) 95 Bok Choy 67 Cucumbers Select Pared 73 Lettuce Romaine 24 ct. 67 Onion Jumbo Yellow 50# 89 Potato Yukon Gold "A" 80 Sweet Potato 80 Broccoli 14 ct. 61 Cucumbers Select Unpared 95 Lettuce, Chopped Romaine 99 Onion Jumbo-Red 25# 89 Radish, Daikon 70 Tomatoes 5x6 91 Broccoli Crowns 95 Eggplant 81 Lettuce, Endive Belgium 63 Onion Med-Red 25# 89 Radishes Cello 14/1# 63 Tomatoes 6x6 91 Broccoli Florets 95 Endive, chicory, escarole 74 Lettuce, Escarole 74 Onion Whole Peeled 25# 99 Rutabagas 85 Tomatoes Cherry 12/ct. 95 Broccolini 98 Fennel 60 Lettuce, Pre-cut salad mix 98 Onions, Green 92 Culinary: Essential Math Skills for the Apprentice – Instructor Handbook
Yield Charts Page 21 in Student Handbook 26 Average Produce Yields from Whole Product to Usable Product Item Yield Item Yield Salad Dressings (avg. / gal) 95 Tomatoes Sundried 5# 99 Brussels sprouts 74 Garlic Peeled 4/5# Jars 95 Mushroom Button 97 Parsnips 85 Scallion 48 ct. 70 Turnips 25# 81 Cabbage Green 79 Ginger Root 80 Mushroom ex. Large. 97 Peas, green 38 Spinach Baby 92 Yams #1 80 Cabbage Red 79 Herb, Cilantro 75 Mushroom Fancy 3# 97 Peas-Snap 85 Spinach Cello Untrimmed 12/10 oz. 74 Kale 74 Carrots - peeled 97 Peas-Snow 85 Mushroom Med. 97 Leeks 12 ct. 75 Spinach Trimmed 4/ 2.5# 92 Peppers Orange Holland 93 Peppers Suntan 25# 83 Lemon Grass 80 Average Fruit Yields from Whole Fruits to Usable Product Item Yield Item Yield Apples 100 Ct 2=1Lb Peeled & Cored 76% Lime, Fresh, Juice 30% Avocado 72% Orange Fresh for Juice 30% Banana 67% Oranges 88ct, Sectioned 56% Blueberries 96% Orange Supremes per orange 10 Cantaloupe 15-18 count w/o rind 50% Peaches 76% Cherries, pitted 89% Pears 78% Cranberries 97% Pineapple 12 ct. 52% Grapefruit section 47% Pineapple Jet Pack 6 ct. 52% Grapefruit Supremes per grapefruit 12 Plums 94% Grapes - red - seedless 92% Rhubarb, partly trimmed 86% Grapes - white - seedless 92% Strawberries (Calif.) 89% Honeydew 6 ct., without rind 57% Watermelon 22# avg. 47% Kiwi 36/39 ct. 76% Culinary: Essential Math Skills for the Apprentice – Instructor Handbook
Dry Spice Conversion Chart Page 22 in Student Handbook 27 Dry Spice Conversions Spice Oz per Cup Tbsp per Oz Tsp per Oz Ajwain 2.4 6.67 20 Allspice, Ground 3.37 4.75 14.33 Anise, Ground 4 12 Anise Seeds 3.56 4.5 13.5 Annato Powder (Achiote) 5.19 3.1 9.25 Annato Seed (Achiote) Basil, Ground 2.67 6 18 Bay Leaves 1.33 36/oz Bay Leaves, Ground 3.79 4.2 12.66 Capsicums Caraway, Ground 5 15 Caraway Seed 4.1 3.9 11.7 Caraway, Black (Russian Caraway) Cardamom, Ground 3.31 4.8 14.5 Cayenne 3.56 4.5 13.5 Celery Salt 8.42 1.9 5.7 Celery Seed 3.81 4.2 12.6 Celery Seed, Ground 4 4 12 Chervil Leaves 1.12 14.33 43 Chili Flakes, Red 2.82 5.67 17 Chili Pods, Casabel 9/oz Chili Pods, Arbol 50/oz Chili Pods, Guajullo 5/oz Chili Pods, Japones 80/oz Chili Pods, Morita 9/oz Chili Pods, Pasilla 2/oz Chili Pods, Paquin 500/oz Chili Powder 3.76 4.25 12.75 Culinary: Essential Math Skills for the Apprentice – Instructor Handbook
Dry Spice Conversion Chart Page 23 in Student Handbook 28 Dry Spice Conversions Spice Oz per Cup Tbsp per Oz Tsp per Oz Chinese 5 Spice 3.76 4.25 12.75 Chives 34 46.67 140 Cinnamon 4.09 3.92 11.75 Cloves, Ground 3.69 4.33 13 Cloves, Whole 3 5.33 16 Coffee, Espresso Grind 2.82 5.67 17 Coriander, Ground 3.35 4.78 14.33 Coriander Seeds 2.29 7 21 Cream of Tartar 6.4 2.5 7.5 Cumin, Ground 3.38 4.73 14.2 Cumin Seeds 3.84 4.17 12.5 Curry Powder 3.62 4.42 13.25 Dextrose, Powdered 3 9 Dill Seed 3.69 4.33 13 Dill Weed 1.7 9.42 28.25 Epazote 1.6 10 30 Fennel, Ground 3.72 4.3 12.9 Fennel Seed 3.69 4.33 13 Fenugreek Seed 6.19 2.58 7.75 Fermento 4 12 Flour, AP 4.25 Garlic, Granulated 5.65 2.83 8.5 Garlic Powder 4.49 3.57 10.7 Garlic Salt 8 2 6 Ginger 3.25 4.92 14.75 Herbs du Provence 1.45 11 33 Hibiscus Flowers 40/oz Kosher Salt 6.02 2.66 8 Lavender, Dry 1.07 15 45 Culinary: Essential Math Skills for the Apprentice – Instructor Handbook
Dry Spice Conversion Chart Page 24 in Student Handbook 29 Dry Spice Conversions Spice Oz per Cup Tbsp per Oz Tsp per Oz Mace 3.24 4.93 14.8 Marjoram 1.41 11.33 34 Mint Leaves 0.53 30 90 MSG 6.4 2.5 7.5 Mustard Ground 3.43 4.67 14 Mustard Seeds 6.4 2.5 7.5 Nutmeg 3.87 4.13 12.4 Onion Powder 3.75 4.27 12.8 Orange Peel 4 4 12 Oregano Leaves 1.71 9.33 28 Paprika 3.84 4.17 12.5 Parsley Flakes 0.69 23.33 70 Pepper, Black Coarse 3.84 4.17 12.5 Pepper, Black Cracked 4 4 12 Pepper, Black Table Grind 4 4 12 Pepper Flakes, Red Crushed 2.82 5.67 17 Pepper, Szechwan 2 8 24 Pepper, White Ground 4.12 3.88 11.5 Peppercorns, Black 4.57 3.5 10.5 Peppercorns, Pink 7.5 Peppercorns, White 4 4 12 Pickling Spice 5.33 3 9 Poppy Seed 4.8 3.33 10 Pumpkin Spice 3 5.33 16 Rosemary, Ground 2.82 5.67 17 Rosemary Leaves 1.78 9 27 Saffron 1.2 13.33 40 Sage, Ground 1.45 11 33 Salt, Kosher (Diamond Crystal) 4.8 3.33 10 Culinary: Essential Math Skills for the Apprentice – Instructor Handbook
Dry Spice Conversion Chart Page 25 in Student Handbook 30 Dry Spice Conversions Spice Oz per Cup Tbsp per Oz Tsp per Oz Salt, Kosher (Morton) 8.73 1.83 5.5 Salt, Seasoning (Johnny's) 8.21 1.95 5.85 Salt, Table 10.13 1.58 4.74 Savory Leaves 2.67 6 18 Sesame Seeds, White 4.37 3.66 11 Sugar, Granulated 6.86 2.33 7 Sugar, Brown 1.5 4.5 Sugar, Granulated 1.5 4.5 Tarragon Leaves 1.3 12.33 37 Thyme, Ground 3.75 11.25 Thyme Leaves 2.29 7 21 Turmeric 4 4 12 Wasabi Powder 2.7 5.75 17.25 Source: Facilitator’s Guide for Delivering a Workshop in Culinary Math, Chef Fintan Flynn. References: • Professional Cooking 8th ed. for Canadian Chefs, Wayne Gisslen • Culinary Math 4th ed., Linda Blocker & Julia Hill • ChefResources.com Culinary: Essential Math Skills for the Apprentice – Instructor Handbook
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