Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Division of Pagadian
Pagadian City National Comprehensive High School
Banale, Pagadian City

LESSON PLAN IN GRADE 9 – TLE – COOKERY

CONTENT STANDARDS:

The learners demonstrate an understanding performing mensuration and calculation in

cookery.
PERFORMANCE STANDARDS:
The learners independently measure and calculate ingredients in cookery.

I – MOST ESSENTIAL LEARNING COMPETENCY:

Conversion of weights and measurements. TLE_HECK&/8PM-0c-3

Specific Objectives:
A.) Demonstrate accurate measurement techniques by converting units using various
measuring tools."
B.) Appreciate the importance of converting measurements for ingredients.

II – LEARNING CONTENT:
Subject Matter: “Conversion Measurements in Cooking”
Quarter & Week: Quarter 4 Week 6 TLE_HECK&/8PM-0c-3
Page/s (TG):
(LM):
Materials: Laptop, TV and Instructional materials
References: K to 12 Home Economics - Cookery Curriculum Guide May 2016
K to 12 TLE Learning Material Grade 9
Rondilla, A. H. et al. (2017). Home Economics: Cookery – Volume I.
Adriana Publishing Co., Inc.

III – LEARNING ACTIVITIES:

A) Preliminary Activities (10 minutes)
1. Prayer
2. Checking of Attendance
3. Presentation of Class Rules

4. Review: Pop and Answer!

The student will pop the balloon. Some balloons have questions. They will give
the equivalent answer for each question.

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 5. Motivation-
Picture analysis with converted measurements.

B) Development of the Lesson

 Introduce the lesson.
 Let students read the objectives of the lesson.
 Unlocking of difficult terms/word
 Metric System
 Household Measurement system
 Apothecary system

ACTIVITY (5 minutes) “Convert Me”

Task 2: The teacher will give the activity each group.

Group 1: Convert from Pounds : Kilograms = Pounds : Kilograms

 2.2 Pounds : 1 Kilograms = 160 Pounds : x Kilograms
Group 2: Convert Tbsp. : mL = Tbsp. : mL
 1 tbsp. : 15 mL = 4 tbsp. : x mL
Group 3: Convert Pounds : Grams = Pounds : Grams
 1 lb. : 454 g = 4 lbs. : x g
Group 4: Convert 54 degrees Celsius to a Fahrenheit temperature.

ANALYSIS (15 minutes)

Task 3: Socratic Q
Guide questions:
1. Based from your activity, what have you learned about conversion?
2. Have you realized the important of conversion?
3. Can you give some situation on how you measure ingredients at home?
4. How does this conversion impact recipe consistency and ingredient purchase?

ABSTRACTION (10 minutes)

Task 4: “mini lesson”

Ask the following questions.

1. Why is it important to accurately convert measurements in recipes?
2. How can using the wrong measurement affect the outcome of a dish?
3. Is it necessary to use conversion when you measure the ingredients?

APPLICATION (15 minutes) “Measurement Conversion Challenge”

Task 5: Differentiated Activities
The students will demonstrate how to convert the ingredients in a recipe,
guided by a rubric.

Group I –convert 1 cups flour into grams – Role play

Group II – 1 kilo brown sugar to cups – Talk show
Group III- 1 can evaporated milk to ml – Compose a Song
Group IV – 4 tbsp of iodized salt to tsp - Vlog

The students will be given 15 minutes to prepare for their output and present to
the class through reporting.
Let each group present their respective output and rate it according to the
following rubric.

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 SCORING RUBRIC

Criteria Exemplary Proficient Emerging

Accuracy of All conversions are Most conversions Some conversions

conversions accurate and reflect are accurate with are accurate, but
proper understanding minor errors. there are noticeable
of measurement errors.
units.

Proper use of Measuring tools are Measuring tools Measuring tools are
measuring tools used correctly are mostly used used, but there are
throughout the task. correctly, with notable instances of
minor errors in misuse or improper
application application.

Exceptionally well-
Performance
executed performance
Role Play, Talk adequately Performance lacks
that clearly and
Show, Vlog, showcases clear demonstration
creatively
Song measurement of measurement
demonstrates accurate
Composition techniques with techniques
measurement
some lapses
techniques

1. How does being good at converting measurements contributes to the success in cooking?
How it contributes to the overall appearance of your recipe?
2. How will you apply the learnings you ‘ve acquire today in the future?

V – ASSESSMENT: (5 minutes)
Instructions: Write the correct letter of the best answer.

1. What is the term for the act of changing from one form to another?
a. Conversion b. Measurement c. Equivalent d. Substitution
2. What is the most commonly used measurement system around the globe with the
exception of the United States?
a. Apothecary b. Metric system c. Household measurement d. Substitution
3. Which form of measurement belongs the unit of grams and kilogram?
a. Apothecary b. Household c. Metric d. All of the above
4. What is 1 cup equivalent to in milliliters?
a. 250 ml b. 500 ml c. 100 ml d. 150 ml
5. How many teaspoons are in one tablespoon?
a. 2 tsp b. 3 tsp c. 4 tsp d. 5 tsp
6. If a recipe calls for 500 grams of flour, how many ounces is that approximately?
a. 16 oz b. 18 oz c. 20 oz d. 22 oz
7. You have a recipe that requires 250 milliliters of vegetable oil. However, you only have a
measuring cup marked in ounces. Which of the following options is the closest equivalent to 250
milliliters?
a. 8 fl oz b. 10 fl oz c. 12 fl oz d.14 fl oz
8. A recipe calls for 500 grams of flour. You know that 1 cup of flour is approximately 125
grams. How many cups of flour do you need for this recipe?
a. 2 cups b. 4 cups c. 3 cups d. 5 cups

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9. You are preparing a recipe that requires 150 grams of butter. You only have measuring spoons
available. Which combination of measuring spoons would be the best approximation for 150
grams of butter?
a. 1 tablespoon + 1 teaspoon c. 2 tablespoons
b. 3 tablespoons d. 4 tablespoons
10. Your recipe calls for 1/2 cup of honey, but you only have a measuring cup marked in
milliliters. Which of the following options is the closest equivalent to 1/2 cup of honey in
milliliters?
a. 100 ml b. 125 ml c. 150 ml d. 175 ml

V – ASSIGNMENT

Direction: Give the common ingredient substitutions for Baking and Cooking.

Ingredient Amount Substitution

Allspice 1 teaspoon
Arrowroot starch 1 teaspoon

Baking mix 1 cup

Baking powder1 1 teaspoon

Baking soda 1 teaspoon

---------------------------------------------------------------------------------------------------------------------
Prepared by:

NANCY MAY N. HALASAN

Teacher-III

Checked by:

RONNIL C. QUIETA
MASTER TEACHER II, TLE

ARCELI L. ESMA, EdD

Head Teacher-V, TLE

Noted:

ALNA A. LASALA, EdD

Principal-III

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Problem 1:

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Samantha is hosting a picnic and wants to prepare a variety of sandwiches for
her guests. She has three types of bread (white, whole wheat, and rye), four
types of protein (turkey, ham, roast beef, and tofu), and five types of toppings
(lettuce, tomato, cheese, pickles, and onions). How many different sandwiches
can Samantha create if she chooses one type of bread, one type of protein,
and one type of topping for each sandwich?

Solution 1:

To find the total number of sandwich combinations, we multiply the number

of choices for each component: bread, protein, and topping.

Number of bread choices = 3 (white, whole wheat, rye)

Number of protein choices = 4 (turkey, ham, roast beef, tofu)

Number of topping choices = 5 (lettuce, tomato, cheese, pickles, onions)

Total number of sandwich combinations = 3 (bread choices) × 4 (protein

choices) × 5 (topping choices) = 60 different sandwiches

Therefore, Samantha can create 60 different sandwiches for her picnic.

Problem 2:

John wants to prepare sandwiches for his family's lunch. He has two types of
spreads (mayonnaise and mustard), three types of bread (whole grain,
ciabatta, and baguette), and four types of fillings (chicken, tuna, egg salad, and
peanut butter). How many unique sandwiches can John make if he selects one
type of spread, one type of bread, and one type of filling for each sandwich?

Solution 2:

To calculate the total number of sandwich combinations, we multiply the

number of choices for each component: spread, bread, and filling.

Number of spread choices = 2 (mayonnaise, mustard)

Number of bread choices = 3 (whole grain, ciabatta, baguette)

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Number of filling choices = 4 (chicken, tuna, egg salad, peanut butter)

Total number of sandwich combinations = 2 (spread choices) × 3 (bread

choices) × 4 (filling choices) = 24 unique sandwiches

Therefore, John can make 24 different sandwiches for his family's lunch.

Problem 3:

Emily is planning a sandwich bar for a party. She has a variety of options for
bread (white, wheat, and sourdough), protein (turkey, ham, salami, and tofu),
and toppings (lettuce, tomato, onion, pickles, and cheese). If Emily allows
guests to choose one type of bread, one type of protein, and up to three
toppings for each sandwich, how many possible combinations are there?

Solution 3:

To find the total number of sandwich combinations, we'll consider the options
for bread, protein, and toppings separately.

Number of bread choices = 3 (white, wheat, sourdough)

Number of protein choices = 4 (turkey, ham, salami, tofu)

Number of topping choices = (53)+(52)+(51)+1(35)+(25)+(15)+1 (selecting

up to 3 toppings, plus the option of no topping)

(53)+(52)+(51)+1=10+10+5+1=26(35)+(25)+(15)+1=10+10+5+1=26

Total number of sandwich combinations = 3×4×26=3123×4×26=312

Therefore, Emily's guests can create 312 different sandwiches at the party.
2/2

You
create me a 10 multiple choice in cookery 9 with answers about preparing
different types of sandwiches with remembering, understanding, analyzing,
creating and applying
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ChatGPT

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Multiple Choice Questions:

1. What is the first step in preparing a sandwich?

a) Spread condiments on the bread
b) Choose the type of bread
c) Select the filling
d) Toast the bread
Answer: b) Choose the type of bread
2. Which of the following is an example of a protein commonly used in
sandwiches?
a) Lettuce
b) Tomato
c) Chicken
d) Pickles
Answer: c) Chicken
3. In sandwich preparation, what is the purpose of toasting the bread?
a) To add flavor
b) To soften the bread
c) To prevent sogginess
d) To cool down the sandwich
Answer: c) To prevent sogginess
4. When preparing a vegetarian sandwich, which of the following is a
common protein substitute?
a) Tofu
b) Turkey
c) Ham
d) Roast beef
Answer: a) Tofu
5. Which type of bread is commonly used for making a classic BLT (Bacon,
Lettuce, and Tomato) sandwich?
a) White bread
b) Whole wheat bread
c) Sourdough bread
d) Ciabatta bread
Answer: c) Sourdough bread
6. What is the purpose of adding condiments to a sandwich?
a) To provide moisture
b) To add crunchiness
c) To enhance flavor
d) To reduce calories
Answer: c) To enhance flavor
7. Which of the following sandwiches is typically served hot?

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 a) Club sandwich
b) Tuna salad sandwich
c) Peanut butter and jelly sandwich
d) Caprese sandwich
Answer: a) Club sandwich
8. What is the main ingredient in a Reuben sandwich?
a) Roast beef
b) Turkey
c) Corned beef
d) Ham
Answer: c) Corned beef
9. How can a sandwich be made more nutritious?
a) By using mayonnaise instead of mustard
b) By adding extra cheese
c) By including a variety of vegetables
d) By using white bread instead of whole wheat
Answer: c) By including a variety of vegetables
10.Which of the following sandwiches is a common breakfast option?
a) Club sandwich
b) Monte Cristo sandwich
c) Egg and cheese sandwich
d) Chicken salad sandwich
Answer: c) Egg and cheese sandwich

You
create me a literacy activities for classroom observation in cookery 9 preparing
sandwiches with answer
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Literacy Activity: Sandwich Recipe Analysis

Objective: Students will analyze a sandwich recipe to identify key components

and procedures involved in sandwich preparation.

Materials Needed:

1. Printed copies of a sandwich recipe (e.g., classic turkey sandwich, veggie

panini, tuna salad sandwich)
2. Pen/pencil for each student
3. Notebook or worksheet for students to write their observations

Procedure:

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1. Introduction (Remembering): Begin by discussing with students the
basic components of a sandwich (bread, protein, toppings, condiments)
and the importance of following a recipe. Ask students to recall the steps
involved in making a sandwich.
2. Activity (Understanding):
 Distribute printed copies of the sandwich recipe to each student.
 Instruct students to read the recipe carefully and underline or
highlight the key ingredients and steps involved in preparing the
sandwich.
 Encourage students to pay attention to any specific cooking
techniques or methods mentioned in the recipe.
 Remind students to consider the order in which ingredients are
assembled and any variations in preparation techniques.
3. Discussion (Analyzing):
 Facilitate a class discussion to analyze the recipe. Ask students to
share their observations about the ingredients, preparation steps,
and potential variations.
 Encourage students to compare the recipe with other sandwich
recipes they may be familiar with and identify similarities and
differences.
 Discuss the importance of understanding recipe instructions and
how variations in ingredients or techniques can impact the final
outcome of the sandwich.
4. Extension (Creating):
 Challenge students to brainstorm alternative ingredients or
substitutions that could be used to create variations of the
sandwich.
 Have students work in pairs or small groups to create their own
sandwich recipe based on the model provided. They should
consider flavor combinations, nutritional balance, and presentation.
 Students can present their new sandwich recipes to the class and
explain their choices.
5. Application:
 After analyzing the recipe and discussing variations, students will
apply their understanding by actually preparing the sandwich
according to the provided recipe or their own created recipe.
 Divide the class into small groups and assign each group a
different sandwich recipe to prepare.
 Allow students to work collaboratively to follow the recipe
instructions, measure ingredients, and assemble the sandwiches.
 Once the sandwiches are prepared, students can share their
creations with the class and evaluate the results based on taste,
appearance, and texture.

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Answer Key: The answer key for this activity will vary depending on the
specific sandwich recipe provided. However, students should be able to
identify key ingredients, steps in preparation, and potential variations based
on the recipe they analyze.

A. Tools, Utensils, and equipment Perfect Evaluator’s

Score Scores
1. All needed tools, utensils and equipment are available for use 10
2. One important tool for sandwich making is lacking. 7
3. Two tools for sandwich making is missing. 5

B. Ingredients
1. Bread is fresh/Fillings are appetizing and nutritious/Spread 10
is spread evenly on piece of bread.
2. Bread used for 2-3 days old. / Fillings have less fat 8
content/Spread not evenly spread.
3. Bread is stale/Fillings have more content. /Too thick nor 6
too thin spread

C. Preparation Technique
1. 5
2. Following the correct procedures 15
D. Dressing
1. Dressing is flavorful and appealing 10
E. Presentation
1. Garnishes enhance the appearance of salad/Color 10
combination
2. Creativity 10
F. Work Habits
1. Observed safety measures in handling tools and equipment. 5
4. Observe sanitary measures in handling ingredients and 5
food items.
5. Used proper cooking outfit and protective gadgets. 5
Delivery 15

Total Score 100

4 A's Lesson Plan: Measuring Ingredients

Subject: Cookery (Grade 8)

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Topic: Measuring Ingredients

Duration: 45 minutes

Aim:
By the end of the lesson, students will be able to accurately measure ingredients using different
measuring tools and understand the importance of precise measurements in cooking.

Anticipatory Set (A1):

Begin the lesson by showing students a recipe that requires precise measurements, such as a
cookie recipe. Ask students why accurate measurements are crucial in cooking and what might
happen if ingredients are not measured correctly.

Activity (A2):
1. Introduction to Measuring Tools: Show students various measuring tools such as
measuring cups, spoons, and a kitchen scale. Explain the differences between volume
measurements (cups, tablespoons) and weight measurements (ounces, grams).
2. Demonstration: Choose a simple recipe (e.g., pancake batter) and demonstrate how to
measure ingredients accurately using the different tools. Emphasize techniques like
leveling off dry ingredients, pouring liquids at eye level, and using the tare function on a
scale.
3. Hands-On Practice: Divide students into pairs or small groups. Provide each group with
a recipe and the necessary ingredients. Have them measure out the ingredients following
the demonstrated techniques.
4. Discussion and Correction: As students work, circulate the room to observe their
measuring techniques. Provide feedback and correct any errors in measurement or
technique.
Application (A3):
After the hands-on practice, ask each group to present their measured ingredients and discuss any
challenges they faced. Encourage students to share tips they learned for accurate measuring.

Assessment (A4):
Evaluation Criteria:

1. Accuracy: Were students able to measure ingredients accurately according to the recipe?
2. Technique: Did students demonstrate proper measuring techniques, such as leveling dry
ingredients and using the tare function on a scale?
3. Collaboration: How well did students work together in their groups during the hands-on
activity?
4. Understanding: Can students explain the importance of precise measurements in
cooking?

Evaluation Method:

 Use a rubric to assess accuracy, technique, collaboration, and understanding.

 Observe students during the hands-on activity and take notes on their performance.
 Conduct a brief quiz or discussion to assess students' understanding of the importance of
precise measurements.
Closure:
Summarize the key points of the lesson, emphasizing the significance of accurate measurements
in achieving consistent and delicious results in cooking. Encourage students to practice their
measuring skills at home and explore new recipes that require precise measurements.

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This lesson plan provides a structured approach to teaching students how to measure ingredients
effectively while also evaluating their understanding and skills in this area.

Papaya atchara is the Filipino version of pickled green papaya. This is

usually eaten along with fried or grilled foods. I think that chicken
inasal is best with some papaya atchara on the side, so does grilled
liempo.

History in a Jar

It is rumored that they were one of Cleopatra’s prized beauty secrets. They make
apperances in the Bible and in Shakespeare’s writing. Pregnant women have been known
to crave them along with ice cream. Pickles have been around for thousands of years,
dating as far back as 2030 BC when cucumbers from their native India were pickled in the
Tigris Valley. The word “pickle” comes from the Dutch pekel or northern German pó kel,
meaning “salt” or “brine,” two very important components in the pickling process.
Throughout history pickling was a necessity, as it was the best way to preserve food for a
long period of time. As one of the earliest mobile foods, pickles filled the stomachs of
hungry sailors and travelers, while also providing families with a source of food during the
cold winter months.

Pickles are created by immersing fresh fruits or vegetables in an acidic liquid or saltwater
brine until they are no longer considered raw or vulnerable to spoilage. When we think of
pickles, cucumbers commonly come to mind. Pickled cucumbers are often lacto-fermented
in saltwater brine. During this process lactic microbial organisms develop, which turn the
naturally occurring sugars of foods into lactic acid. In turn, the environment becomes acidic
quickly, making it impossible for any spoiling bacteria to multiply. Cucumber pickles can
also be made with a salt and vinegar brine, a popular choice for home cooks. The brine,
known as “pickle juice,” is sometimes used by athletes to treat dehydration, though it has
yet to be proven as a true remedy.

Kosher dills have a unique history of their own. In The Book of Jewish Food, Claudia Roden
explains that pickled vegetables were a dietary staple for Jews living in the Ukraine, Poland,

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Lithuania and Russia. The sharp flavor of pickles proved a welcome addition to the bland
bread-and-potato diet of these cold weather countries. For several generations, it was an
autumn custom for Ashkenazim to fill barrels with cucumbers, beets and shredded
cabbage. The mixture was left to ferment in a warm place for several weeks, then relocated
to cool, dark cellars. The pickles would last through the long cold winter until spring, when
new crops of fresh produce were available.

When a heavy influx of eastern European Jews arrived in New York City during the late
1800s and early 1900s, immigrants introduced kosher dill pickles to America. Cucumbers
were washed, then piled in large wooden barrels along with dill, garlic, spices, kosher salt
and clean water. They were left to ferment for a few weeks to several months; shorter
fermenting time produced brighter green “half sours,” while longer fermentation resulted
in “full sours.” Pickles were sold on pushcarts in the immigrant tenement district of New
York City. Over time, Jewish-owned shops selling pickles straight out of the barrel began
appearing in droves. Eventually, pickling became a profitable business within the Jewish
community. Today, a plate of pickles is usually served complimentary with a meal at the
best Jewish delis.

Home pickling was made much easier and more sanitary during the 1850s, when two
essential canning tools were invented. First, a Scottish chemist by the name of James Young
created paraffin wax, which helped to create a seal for food preserved in jars. A few years
later, John Mason developed and patented the first Mason jar. Mason’s jars were made from
a heavyweight glass that was able to tolerate the high temperatures used in canning and
processing pickles.

Of course, pickles aren’t limited to the dill and cucumber variety. They can be sweet, sour,
salty, hot or all of the above. Pickles can be made with cauliflower, radishes, onions, green
beans, asparagus and a seemingly endless variety of other vegetables and fruits. When the
English arrived in the New World, they brought their method for creating sweet pickles
with vinegar, sugar and spiced syrup. Eastern Europeans introduced various forms of lacto-
fermented cabbage, known as sauerkraut. The French serve tiny, spiced cornichons with
heavy pâ tés and pungent cheeses. In the Middle East pickles are served with every meal,
from peppers to olives to lemons. Russians pickle tomatoes, among other things. Koreans
have their kimchi, the Japanese pickle plums and daikon, and Italians pickle eggplants and
peppers. Each area of the world has its own beloved variety of pickle.

Recipes
Inspired to pickle something? Here are several pickle recipe ideas from around the web!

Pickling is the process of preserving or extending the shelf life of food by either anaerobic
fermentation in brine or immersion in vinegar. The pickling procedure typically affects the
food's texture, taste and flavor. The resulting food is called a pickle, or, to prevent
ambiguity, prefaced with pickled. Foods that are pickled include vegetables, fruits, meats,
fish, dairy and eggs.
A distinguishing characteristic is a pH of 4.6 or lower,[1] which is sufficient to kill most
bacteria. Pickling can preserve perishable foods for months. Antimicrobial herbs and
spices, such as mustard seed, garlic, cinnamon or cloves, are often added.[2] If the food
contains sufficient moisture, a pickling brine may be produced simply by adding dry salt.
For example, sauerkraut and Korean kimchi are produced by salting the vegetables to draw
out excess water. Natural fermentation at room temperature, by lactic acid bacteria,
produces the required acidity. Other pickles are made by placing vegetables in vinegar. Like
the canning process, pickling (which includes fermentation) does not require that the food

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be completely sterile before it is sealed. The acidity or salinity of the solution, the
temperature of fermentation, and the exclusion of oxygen determine which
microorganisms dominate, and determine the flavor of the end product.[3]
When both salt concentration and temperature are low, Leuconostoc mesenteroides
dominates, producing a mix of acids, alcohol, and aroma compounds. At higher
temperatures Lactobacillus plantarum dominates, which produces primarily lactic acid.
Many pickles start with Leuconostoc, and change to Lactobacillus with higher acidity.[3]

References

Department of Education. K to 12 Most Essential Learning Competencies. Accessed on

February 6, 2021 from https://www.teachpinas.com/k-12-most-essential-learning-
competencies-melc/

France-Presse, Agence. “Pandemic risks pushing millions more into child labor — UN.”
GMA News Online. June 12, 2020.
https://www.gmanetwork.com/news/news/world/742323/pandemic-risks-
pushing-millions-more-into-child-labor-un/story/ (accessed February 10, 2021)

Page 15 of 5
Global National. “One couple with two opposing beliefs in the Trump era.” December 18,
2019. YouTube video, 3:10. https://www.youtube.com/watch?v=51YRFSD2tow

Lopez, Virgil. “Duterte orders price cap on pork, chicken.” GMA News Online. February 1,
2021. https://www.gmanetwork.com/news/money/economy/774065/duterte-
orders-price-cap-on-pork-chicken/story/ (accessed February 6, 2021)

Panti, Llanesca. “Philippines grants EUA to AstraZeneca's COVID-19 vaccine.” GMA News
Online. January 28, 2021.
https://www.gmanetwork.com/news/news/nation/773617/philippines-grants-
eua-to-astrazeneca-s-covid-19-vaccine/story/ (accessed February 6, 2021)

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