Unit J Adjusting Standardized Recipes recdnlfk.pbrc.edu/pdfs/training/Unit J Adjusting...PHASE II...

PHASE II – MANAGER CERTIFICATION PROGRAM UNIT J: ADJUSTING STANDARIZED RECIPES

1

Unit J: Adjusting Standardized Recipes 1

Table of Contents 2

3

Pages 4

Adjusting Standardized Recipes ��.3 5

Objectives ��.3 6

Materials Needed ��.4 7

Standardized Recipes ��.4 8

Determining Needed Yields ��.5 9

Number of Servings ��.6 10

Number of Batches ��.7 11

Equipment Limitations ��.7 12

Quality Considerations ��.8 13

Review A ��.9 14

Answers - Review A ��10 15

Conversions of Amounts to Different Units ��11 16

Conversion Techniques ��12 17

Use of Equivalency Charts ��12 18

Use of Decimals ��..��.12 19

Sample Conversions ��13 20

Review B ��16 21

Answers to Review B ��17 22

Using Factors to Adjust Recipes ��18 23

Sample Factors ��18 24

Key Points ��19 25

Sample Adjustments ��20 26

Using Decimal Equivalents ��23 27

Worksheets ��24 28


2

Pages 1

Ensuring Accuracy of Work ��24 2

Use Calculator ��24 3

Exhibit A ��25 4

Exhibit B ��26 5

Verify Amount of Men Components ��27 6

Have Another Person Check Calculations ��27 7

Review C ��...28 8

Answers - Review C ��.��..29 9

Summary ��30 10

Learning Activities ��32 11

General Instructions ��32 12

Specific Activities ��32 13

Activity I. Decrease the Yield of a Recipe 14

That Provides a Food Component .��..33 15

Activity 2 Increase the Yield of a Recipe that 16

Provides Two or More Food Components ��34 17

Worksheets ��35 18

Activity Checklist ��37 19

Test I ��39 20

Test 2 ��41 21

Keys to Tests ��43 22

Basics at a Glance Chart ��44 23

24


3


Since most schools will not serve the exact number of portions provided by a given 2

recipe, it often is necessary to adjust the number of servings in a recipe. Adjusting a 3

standardized recipe means increasing or reducing the number of servings (yield) of a 4

recipe. 5

Adjusting recipes is an important task for the school food service manager. A manager 6

needs to know and understand how to accomplish this task regardless if computer 7

software does this process for you. Often a manager can determine if software has 8

calculated this correctly when process is clearly understood. Adjusted recipes are 9

needed to enable managers to order, issue, and prepare the amounts of food to provide 10

students the menu items in the quantities specified in the menu patterns without having 11

large amounts of food leftover or running out of meal components. This unit is designed 12

to help you develop the skill to adjust standardized recipes. 13

14

Objectives 15

Upon completing this unit you should be able to do the following: 16

1. Describe a standardized recipe. 17

2. Determine the needed yield for a recipe. 18

3. Convert amounts of food to appropriate measurement unit. 19

4. Calculate the factors to change the yield. 20

5. Adjust the amount of each ingredient in a recipe. 21

6. Describe procedures to ensure accuracy of calculations in adjusting recipes. 22

23


4

Materials Needed 1

2

The following materials are needed to help you understand the information and to 3

develop the skills described in the unit. 4

1. Food Buying Guide for Child Nutrition Programs, from USDA. 5

a. Website is: http:///www.fns.usda.gov/tn/food-buying -guide-for-child-6

nutrition-programs or Institute of Child Nutrition Website 7

8

9

2. Quantity Recipes for School Food Service from the National Food Service 10

Management Institute (NFSMI) 11

a. Website is www.nfsmi.org / 12

http://www.nfsmi.org/Templates/TemplateDefault.aspx?qs=cElEPTEwMy13

Zpc01ncj10cnVl 14

15

16

3. Calculator from NFSMI 17

a. Website is www.fbg.nfsmi.org 18

Obtain these materials and use them when instructions are given in this unit. Additional 19

recipes can be found in Tool Kit for Healthy School Meals; Recipes and Training 20

Materials. 21

22

Standardized Recipes 23

A standardized recipes is defined in Phase I unit, Using Standardized Recipes. It is a 24

recipe which has been: 25

1. Evaluated in your food service facility. 26

2. Shown to produce a high quality product with consistent yield. 27

A standardized recipe includes details concerning ingredients, preparation, and service 28

to ensure that the product is properly prepared. Some recipes even include end-29

product photos. Standardized recipes always provide yield information. 30

31


5

In developing standardized recipes, most school food service programs use the 1

Quantity Recipe file provided by USDA as their main source of recipes. The USDA 2

recipes indicate the contribution that one serving of the recipe meets the meal pattern 3

requirements. Some recipes may contribute to two or more food component 4

requirements in the meal. Each recipe in the USDA recipe file is designed to provide 5

100 servings of a specified size or given quantity of food. 6

7

Tested quantity recipes are available from many sources, such as cookbooks, journals, 8

materials distributed by commercial food companies, and from other school systems. 9

Regardless of the source, recipes must be adapted and standardized for use in your 10

individual operation. 11

12

Ideally, you should prepare a recipe in your kitchen before you increase or reduce the 13

yield. This advance preparation will ensure that the recipe gives an acceptable quality 14

product of a specified yield. Because of many factors, including cost, it may not be 15

possible for you to prepare the recipe before you adjust it. You may have to assume 16

that a tested recipe from the USDA recipe file or other source will result in 100 servings 17

(or other specified quantity) of an acceptable quality product. If possible, prepare a 18

small batch (25 or 50 servings) to test the recipe. 19

20

Determining Needed Yields 21

Before a recipe is adjusted, the manager first must determine the total number of 22

servings of that recipe that are needed. The manager then must determine if the recipe 23

should be adjusted to provide the total number of servings needed and prepared only 24

once, or if the recipe should be prepared in two or more batches. If more than one 25

batch should be prepared, the size of each batch and the total number of batches to be 26

prepared must be determined. 27

28


6

Number of Servings 1

Each manager will have to determine the number of servings needed for each menu 2

item served in the cafeteria. The number of servings needed for each menu item must 3

be planned in advance. Adjustments to recipes must be made in advance since the 4

amount of food to order and to issue will be affected by adjustments to the recipe. 5

Because of cost and the necessity of serving meals that meet requirements, managers 6

must plan the number of servings as accurately as possible. 7

8

Participation in many school lunch and breakfast programs will remain approximately 9

the same from day to day. In other schools, managers must watch participation trends 10

closely and make necessary changes in food production to prevent over- or under-11

production of menu items. Managers in schools where participation varies from day to 12

day, or who have Offer vs. Serve, alternative choice menu items, or multiple menus, 13

must pay careful attention to past records, as well as to current trends, to determine the 14

number of servings to plan. 15

16

Some factors which may affect daily participation, the number of servings and/or the 17

amounts planned, are the following: 18

� Time of year (the beginning or ending of school, holidays, etc. may cause an 19

increase or decrease in participation). 20

� Menu (participation may be higher when baked chicken is served than when 21

meat loaf is served). 22

� Alternate choice (offering choices of menu items means the manager must plan 23

the number of servings of each choice to prepare). 24

� Multiple menus (offering sandwich line and a hot lunch line means a manager 25

must plan the number of servings of menu items to prepare for each line). 26

� Offer vs. Serve (the manager must forecast the number of servings of each menu 27

item). 28

� Size of servings (200 one-half cup servings require twice the amount of food as 29

200 one-quarter cup servings; therefore, serving size affects the total amount of 30

food needed). 31

32


7

1

Number of batches 2

Next determine the number of batches required. Usually, it is most efficient time-wise to 3

prepare one batch. However, in some instances such preparation is not possible or 4

desirable due to equipment limitations or the fact that the quality of some foods is 5

lowered with preparation of large batches. 6

7

The guideline is that the recipe or batch size should be the largest amount needed that 8

conforms to (1) equipment limitations and (2) quality considerations. 9

10

Equipment Limitations 11

Some questions that must be asked about equipment are the following: Do you have 12

equipment capable of handling the total yield needed of a recipe in one batch? What is 13

the maximum sided batch that each piece of equipment can hold? 14

15

Workers can prepare more food at once when larger equipment is used. The more food 16

that workers can prepare at once, the less time is needed for one food item. 17

18

If available equipment does not have the capacity to handle larger recipes, two or more 19

batches of smaller quantities will have to be prepared. “Capacity” means that amount of 20

food that a piece of equipment will hold. Capacity for equipment such as mixers, tilting 21

skillets, and steam-jacketed kettles is less than for some other pieces of equipment 22

because extra room must be allowed to prevent spilling during food preparation 23

processes. Capacity of equipment is usually about 75% of the equipment size. The 24

owner’s guide for each piece of equipment states its capacity. Managers most often 25

need to know the capacities of mixers, ovens, steamers, steam-jacketed kettles, tilting 26

skillets, and containers such as steam table pans and mixing bowls. 27

28


8

Quality Considerations 1

Some questions that must be asked about quality are as follows: 2

• Will increasing the recipe size lower the quality of the product? 3

• Can the increased yield be held satisfactorily until serving time? 4

• Would batch preparation of smaller quantities just before and during serving 5

periods yield a better quality product? 6

• Will the increased yield of a recipe affect the mixing time, the speed of the mixer, 7

proofing time, baking time, etc.? 8

Most vegetables and prepared meat products rapidly deteriorate in quality if cooked in 9

large amounts and held before or during the serving period. Many baked products, 10

such as rolls, cakes, and quick breads, have well defined ratios of ingredients and 11

require precise mixing and combining of ingredients. If the recipe is adjusted, the 12

quality of these products may not be acceptable. 13

14


9

UNIT J: Adjusting Standardized Recipes 1

Review A 2

3

Directions: Complete the following. If necessary, review the previous material. 4

5

A. A standardized recipe is a recipe which has been: 6

7

1. __________________________________________ 8

9

10

2. __________________________________________ 11

12

13

B. Underline the correct answer. 14

15

1. The time of year (is, is not) a factor to consider in determining the number of 16

servings needed. 17

18

2. The capacity of a piece of equipment is usually about (75%, 98%) of its size. 19

20

3. Many baked products have well defined ratios of ingredients and the batch 21

size (can, cannot) be easily increased. 22

23

4. Most vegetables should be cooked (in one large batch and held, in small 24

batches and quickly served). 25

26

27

TURN THE PAGE AND CHECK YOUR ANSWERS 28

29


10


Answers - Review A 2

3

Directions: Complete the following. If necessary, review the previous material. 4

5

C. A standardized recipe is a recipe which has been: 6

7

1. ___Evaluated in your food service facility. __________________ 8

9

10

2. ___Shown to produce a high quality product with consistent yields._ 11

12

13

D. Underline the correct answer. 14

15

1. The time of year (is, is not) a factor to consider in determining the number of 16

servings needed. 17

18

2. The capacity of a piece of equipment is usually about (75%, 98%) of its size. 19

20

3. Many baked products have well defined ratios of ingredients and the batch 21

size (can, cannot) be easily increased. 22

23

4. Most vegetables should be cooked (in one large batch and held, in small 24

batches and quickly served). 25

26

27

28


11

Conversion of Amount to Different Units 1

2

Consider the units we use for measurement: teaspoons, tablespoons, cups, quarts, 3

gallons, ounces, and pounds. Most people in this country have used these 4

measurements all their lives and think they are easy to use. However, as you adjust 5

recipes, you will discover that multiplying and dividing the amount of ingredients for a 6

recipe requires considerable skill. Therefore, we will devote this section of the unit to 7

reviewing skills needed to convert from one unit to another. As you work through the 8

examples in this unit, use a calculator so that you can develop your skill in using it. 9

10

Conversion Techniques 11

Two techniques will help you as you work with changing amounts and converting them 12

to appropriate units. One of these techniques is the use of equivalency charts and the 13

other is the use of decimals. 14

Use of Equivalency Charts- Charts are provided at the end of this chapter 15

called Basics at a Glance. For example, 3 teaspoons is equivalent to 1 16

tablespoon and 4 ounces is equivalent to .25 pound. Please review these 17

charts. 18

19

Use of decimals- Using decimals to express parts of a unit instead of using a 20

combination of units (such as pounds and ounces) makes it easier to 21

increase or decrease amounts. A calculator can be used to make the 22

calculations in a single step, thus decreasing the chance of error. Consider 23

the following examples: 24

25

Multiply 1 lb 8 oz by 3 26

1. Using a decimal 27

1 lb 8 oz =1.5 lb. 28

1.5 X 3 = 4.5 lb. or 4 lb 8 oz. 29

30

31


12

2. Using a combination of units. 1

1 lb. 8 oz. X 3= 3 lb. 24 oz 2

24 oz divided by 16 = 1 lb 8 oz 3

3 lb. + 1 lb 8 oz = 4 lb. 8 oz. 4

5

Use of the second procedure, with the combination of units, increase the chance for 6

error as compared with using a decimal. After you have completed your calculations, 7

you will need to convert the decimal to a traditional unit. 8

9

Sample Conversions 10

Review the equivalency charts in this chapter. You may want to review the use of the 11

calculator and the addition, subtraction, multiplication, and division of decimals. 12

Practice converting measurements to the smallest or simplest measure. 13

14

Sample 1. Which of the amounts is larger? 15

16 Tablespoons or 1 cup? 16

17

If you said “neither” you were correct. Look at the chart of Volume Equivalents, until 18

you find 16 Tablespoons. Read the column next to it. You will see that 16 Tablespoons 19

and 1 cup are equal. 20

21

When adjusting recipes, you will find these tables helpful. Using them saves time and 22

reduces the chance of error. 23

24

Sample 2. If an increased recipe calls for 8 tablespoons of salt, check 25

the table for an equal amount, but simpler in measure. 26

Measuring 8 tablespoons means taking 8 chances of making 27

an error. The table reveals that 8 tablespoons equals ½ cup. 28

Measuring once instead of eight times greatly reduces the 29

chance of making an error. 30

31

Sample 3. Which of these weights is larger? 32

144 oz non-fat dry milk OR 9 lb. non-fat dry milk 33


13

1

If you said “neither”, you were right. The amounts are equal. Look at the chart for 2

Weight Equivalent Chart. It converts or changes ounces to pounds. Find the number 3

16 in ounces column. Then look across to the pounds column. You will see that 16 oz 4

equals 1 lb. 5

6

Look for the number 144 in the ounce column. Check the pound column. You will see 7

that 144 oz equals 9 pounds. 8

\ 9

Sample 4. After using decimals to make calculations when changing a 10

recipe, you will need to convert a decimal equivalent to a 11

traditional unit. Decimal equivalents of a pound may be 12

converted to ounces using the same chart in reverse. 13

14

Look at the Basic Equivalents Chart. Find .25 lb. Now look at the number to the left. 15

You will see that 4 oz. equals .25 lb. (4 oz =.25 lb.). 16

17

Do the same with .50. Check the corresponding amount in the ounces column. You will 18

see that 8 oz. equals .50 lb. (8 oz = .50 lb.). 19

20

Sample 5. What if an increased recipe requires 30 ounces of sugar? The 21

Decimal Weight Equivalent Chart does not list an amount 22

equal to 30 ounces, but you can convert 30 ounces to 23

pounds on your own. There are 16 oz in 1 lb. to find out 24

how many pounds are in 30 ounces, divide 30 by 16. 25

1 lb 26

16 oz 30 oz. 27

16 28

14 oz reminder 29

The number at the top (1 lb) shows how many pounds are in 30 oz. The remainder (14) 30

shows how many ounces are left over. To measure 30 ounces of sugar, weight out 1 lb. 31

plus 14 oz. 32

33


14

Sample 6. What if an increased recipe calls for 18 teaspoons of salt? It 1

would take a lot of time to measure that many teaspoons of 2

salt. But the measure can be changed to a simpler one. 3

First, check the Volume Equivalents Chart. Eighteen 4

teaspoons is not listed, but the table shows that – 5

1 Tbsp = 3 tsp 6

Divide 18 tsp. by 3 tsp. to find the number of tablespoons in 18 tsp. 7

8

6 Tbsp 9

3 tsp. 18 tsp 10

18 11

0 remainder 12

13

The number on top (6) shows how many whole tablespoons are contained in 18 tsp. 14

The remainder (0) shows how many teaspoons are left over. 15

16

18 tsp. = 6 Tbsp 17

The Volume Equivalents Chart also shows that --- 18

6 Tbsp = 3/8 cup 19

20


15


2

Review B 3

4

Directions: Change the following amounts to the smallest or simplest measure 5

which would probably be used in a school food service recipe. If necessary, 6

review the previous material and refer to the Equivalent Charts and Quantity Recipes by 7

USDA. 8

9

1. 12 Tbsp________________________________________ 10

11

2. 6 tsp. _________________________________________ 12

13

3. 24 tsp._________________________________________ 14

15

4. 96 oz. _________________________________________ 16

17

5. .25 lb. _________________________________________ 18

19

6. 56 oz. _________________________________________ 20

21

22

TURN THE PAGE TO CHECK YOUR ANSWERS 23

24


16


2

Answers - Review B 3

4

Directions: Change the following amounts to the smallest or simplest measure 5

which would probably be used in a school food service recipe. If necessary, 6

review the previous material and refer to the Equivalent Charts and Quantity Recipes by 7

USDA. 8

9

1. 12 Tbsp____________3/4 cup____________________________ 10

11

2. 6 tsp. _____________2 Tbsp_____________________________ 12

13

3. 24 tsp._____________1/2 cup_____________________________ 14

15

4. 96 oz. ______________6 lb._______________________________ 16

17

5. .25 lb. ______________4 oz.______________________________ 18

19

6. 56 oz. ______________3 lb. 8 oz___________________________ 20

21

22

23


17

Using Factors to Adjust Recipes 1

An earlier section of this unit dealt with determining the number of servings needed for a 2

recipe. After you have determined the needed number of servings, you are ready to 3

calculate the factor for adjusting the recipe. 4

5

Step 1: 6

The two numbers you need are (1) the number of servings needed and (2) the number 7

of servings in the recipe. (All standardized recipes indicate the number of servings.) 8

To find the factor, divide the number of servings needed by the number of servings in 9

the recipe. 10

11

Factor 12

Number of serving in recipe Number of servings needed 13

(Recipe yield) (Yield needed) 14

15

Sample Factors 16

Examples of calculating factors follow. Work through these so you develop your ability 17

to calculate factors. 18

Sample 1. If a chili recipe that serves 100 needs to be adjusted to serve 200, 19

simply divide the number of servings needed by the servings in the 20

recipe. 21

2 22

100 200 2 (factor) 23

200 24

0 25

In this case, the “factor” that will be used to change the recipe is 2. 26

27


18

Note: When a recipe is increased, the factor is always greater than 1. 1

2

Sample 2. If a chili recipe serves 100, and only 50 servings are needed, divide 3

the number of servings needed by the number of servings in the 4

recipe. 5

.05 6

100 50.0 7

50.0 8

0 9

In this case, 0.5 is the factor that will be used to change the recipe. 10

11

Note: When a recipe is reduced, the factor is less than 1. 12

13

Key Point 14

A key point that will help you calculate the factor when using the USDA recipes is that� 15

16

When working with the USDA recipes, you always divide the number of 17

servings needed by 100, since all the recipes in the USDA file yield 100 18

servings. 19

20

An easy way to divide by 100 is to move the decimal point two places to the left. 21

For example, if you are working with the USDA recipes and need 85 servings, the 22

factor is 0.85; if you need 275 servings, the factor is 2.75. 23

24


19

Step 2: 1

To adjust the recipe, simply multiply the amount of each ingredient by the factor. Do 2

this whether you increase or reduce the yield. The adjusted amount can be written on 3

the USDA recipe in the column headed “For ____servings.” 4

5

Sample Adjustments 6

The following are samples of how recipe amounts are adjusted. Work through these 7

with your calculator and Food Buying Guide so that you develop your skill. 8

9

Sample 1. A recipe that yields 50 servings calls for 12.5 lb. of ground beef. 10

How much will be needed to prepare the recipes for 250 servings? 11

12

First, find the factor. 13

5 14

50 250 15

16

17

The factor is 5. 18

19

Now multiply the amount of the beef in the recipe by 5. The answer shows how much 20

beef will be needed to prepare the recipe for 250 servings. 21

22

12.5 23

X 5 24

62.5 lb. ground beef 25

26

Since most scales weigh in ounces and pounds, you must convert .5 lb. to ounces 27

before weighting the beef. Look at your Basics at a Glance Chart and find .5 lb. You 28

will see that .5 lb equals 8 oz. Weigh out 62 lb. 8 oz beef. 29


20

1

Sample 2. A recipe for pork stew serving 200 calls for 8 No. 10 cans of baby 2

carrots. The yield must be reduced to 50 servings. How many 3

cans of carrots are needed? 4

5

Use the rule: Divide the number of servings needed (yield needed) by the 6

number of servings in the recipe (recipe yield). 7

8

.25 9

200 50.00 10

40.00 11

10.00 12

10.00 13

0 14

15

The factor is .25. Now multiply the number of cans in the recipe by .25. The answer 16

shows how many cans will be needed to prepare the recipe for 50 servings. 17

18

0.25 19

X 8 20

2.00 21

22

Two cans of carrots will be needed to prepare the recipe for 50 servings. 23


21

Sample 3. A recipe that yields 100 servings must be increased to yield 450 1

servings. What factor must be used to increase the amount of each 2

ingredient? 3

4

Factor 5

Recipe yield Yield needed 6

7

4.5 8

100 450.0 9

400.0 10

50.0 11

50.0 12

0 13

14

The amount of each ingredient must be multiplied by 4.5. Then the recipe will 15

produce 450 servings. 16

17

The recipe in the above problem calls for 2 lb. 13 oz of grated cheese. In order to 18

multiply 2 lb. 13 oz by the (4.5) factor, you must change 2 lb. 13 oz. to a number with 19

decimal places. The Fraction to Decimal Equivalents Chart shows what decimal 20

amount is equal to 13 oz. The table shows that 13 oz. equals .81 lb., therefore 2 lb 13 21

oz. equals 2.81 lb. Multiply 2.81 by 4.5 to find the amount of grated cheese needed to 22

prepare 450 servings. 23

24

2.81 25

X 4.5 26

1405 27

1124 28

12.645 lb of grated cheese 29

30


22

The next problem is to measure the 12.645 lb of grated cheese. How much is 1

.645 lb.? First, round off the number to 12.65. Then look for .65 lb. in the table. 2

There is no listing for .65 lb. Now what? Since this ingredient is part of a food 3

component for menu planning, use the first amount larger than .65 lb. That 4

amount is .69 lb., which equals 11 oz. If the ingredient is a seasoning such as 5

salt, round down. It is easier to adjust under-seasoning than over-seasoning. 6

7

Using Decimal Equivalents 8

Many recipes require fractions of cups, pints, quarts, and gallons. Common recipe 9

measures include 2/3 cup, ¼ pint, ¾ quart, or ½ gallon. Decimal equivalents of these 10

common fractions are as follows: 11

12

Fractions Decimal Amounts 13

1/8 .13 14

¼ .25 15

3/8 .38 16

½ .50 17

2/3 .67 18

¾ .75 19

20

When converting fractions to a decimal amount, the fraction must be the same unit of 21

measure as the whole unit. For example, 1 ¼ quarts can be converted to 1.25 quarts. 22

However, 2 quarts ½ cup does not convert to 2.5 quarts; it is 2.13 quarts. 23

24

To adjust recipes which require fractions of cups, pints, quarts, and gallons, convert the 25

fraction to a decimal amount. Multiply by the “factor” needed. Convert the yield to the 26

smallest or simplest amount that can be measured easily. 27

28

Example: 1 ¾ quart mayonnaise in a recipe needs to be increased by a 29

factor of 4.6. 30

31


23

First, change 1 ¾ quart to a number with decimal places. Use the table. The table 1

shows that 1 ¾ quart = 1.75 qt. 2

3

Multiply 1.75 by the factor of 4.6. 4

1.75 quarts 5

X 4.6 6

1050 7

700 8

1.50 quarts 9

10

Now, round off 8.050 to two places (8.05). Look at the previous table. The smallest 11

decimal amount listed is .13. But 0.05 is much smaller than .13. Since mayonnaise is 12

not counted as a food component in menu planning, simply use 8 quart of mayonnaise 13

in the increased recipe. 14

15

Worksheets 16

Worksheets are suggested for adjusting recipes so that you have a record of how the 17

adjustment was made. This record can be used as a reference for adjusting other 18

recipes and to make it easy to check the calculations. 19

20

Exhibit A is a worksheet from for adjusting standardized recipes. A completed 21

worksheet (Exhibit B) also is included. It shows how a recipe for mashed potatoes was 22

increased to 325. 23

24

Ensuring Accuracy of Work 25

Because so much math is involved in changing recipe yields, errors are likely unless 26

certain precautions are taken. An error can mean that the recipe will not produce a 27

good product. It also can mean that too little food will be prepared and some students 28

will not be served correct portions, or that too much food will be prepared and there will 29

be too many leftovers. To help prevent errors, use a calculator, verify the amounts of 30

the food components, and have another person check your calculations. 31

32

Use Calculator 33

Developing your skill in using a calculator has been emphasized in this unit. However, 34

errors can be made even when using a calculator. Double check your calculation for all 35

ingredients in all recipes. If your calculator has a paper tape, the printed numbers can 36

help you check your work. 37


24

Exhibit A 1

Sample Form for Adjusting Recipes 2

3

Instructions: Determine the number of servings needed. Divide this number by 4

the number of servings in the recipe to obtain a factor. 5

6

Factor 7

Number of servings in recipe Number of serving needed 8

(yield) 9

10

List ingredients in the recipe along with weights and/or measures for each ingredient in 11

the columns on the left of the page. Multiply each ingredient by the factor to obtain the 12

amount to prepare. Convert decimal parts of volume or weight measures to the nearest 13

measurable amounts. Write the adjusted recipe in columns on the right side of the 14

page. 15

16

Name of Recipe______________________________________________ 17

File Number ________________________________________________ 18

Original Recipe Adjusted Recipe 19

Ingredients

_________Servings For ______Servings

Weights Measures Weights Measures

Serving Size: ____

20


25

Exhibit B 1

Completed Sample Form for Adjusting Recipes 2

3


the number of servings in the recipe to obtain a factor. 5

6

Factor 3.25 7

Number of servings in recipe Number of serving needed 100 325.00 8

(Yield) 9

Factor=3.25 10


the columns on the left of the page. Multiply each ingredient by the factor to obtain the 12

amount to prepare. Convert decimal parts of volume or weight measures to the nearest 13


page. Name of Recipe_______Instant Mashed Potatoes__________________ 15

File Number _________I-5 ____________________________________ 16


Ingredients

___100___Servings For _325__Servings


Boiling Water

Reconstituted warm nonfat dry milk

Potato Flakes

Butter or margarine

Salt

Serving Size: ½ cup____

4 lb. 2 oz

12 oz

2 ¼ gal

3 qts

2 Tbsp.

13 lb 61/2 oz

2 lb 7 oz

3/8 cup+1 ½ tsp.

7 ¼ gal.+ 1 cup

2 gal + 1 ¾ qt.

18


26

Verify Amount of Food Components in Menus 1

A good way to prevent errors in menus is to verify the amounts of foods that count as 2

components. Refer to the Food Buying Guide. Go through the recipe and pick out the 3

ingredients that count as components. Look up each food in the Food Buying Guide. 4

Make sure the increased or reduced amount of the ingredient will be enough to produce 5

the required serving size for the number to be served. 6

7

For instance, let us assume that you have increased a recipe for spaghetti sauce. To 8

make sure you have enough ground beef to serve each student the correct portion, look 9

up ground beef in the Food Buying Guide. The Food Buying Guide shows that each 10

pound of USDA –donated ground beef serves 11.6 one-ounce servings of cooked lean 11

meat. You need 200 two-ounce servings or 400 one-ounce servings. Multiply 11.6 by 12

the number of pounds called for in the adjusted recipe. The number of one-ounce 13

servings in the adjusted recipe must be equal to or greater than the number of one-14

ounce servings your will need (400). 15

16

Have Another Person Check Calculations 17

When adjusting recipes, it is also a good idea to have another person check the 18

accuracy of your calculation. 19

20

21


27


Review C 2

3

Directions: Complete the following. If necessary, review the previous material and 4

refer to the Food Buying Guide and the Quantity Recipes by USDA. 5

6

A. Find the adjusted amounts. Show your work. 7

a. A recipe for Corn Grits-Cheese Casserole requires 10 lb. of cheese for 100 8

servings. How much cheese is needed for 65 servings? 9

10

11

12

b. A recipe for Chicken and Noodles requires 40 lb. 8 oz. of ready-to-cook chicken 13

for 100 servings. How much chicken is needed for 245 servings? 14

15

16

17

c. A recipe for Baked Beans required 7 lb. dried navy beans for 75 servings. How 18

many pounds of beans are needed for 360 servings? 19

20

21

22

B. List three procedures that help to ensure accuracy in adjusting recipes. 23

24

1. _____________________________________________ 25

26

2. _____________________________________________ 27

28

3. _____________________________________________ 29

30

31

32

TURN THE PAGE AND CHECK YOUR ANSWERS 33

34


28


Answers - Review C 2

3

Directions: Complete the following. If necessary, review the previous material and 4

refer to the Food Buying Guide and the Quantity Recipes by USDA. 5

6

D. Find the adjusted amounts. Show your work. 7

a. A recipe for Corn Grits-Cheese Casserole requires 10 lb. of cheese for 100 8

servings. How much cheese is needed for 65 servings? 9

10

.65 11

100 65.00 .65 X 10 lb. =6.5 lb.= 6 lb 8 oz. 12

13

b. A recipe for Chicken and Noodles requires 40 lb. 8 oz. of ready-to-cook chicken 14

for 100 servings. How much chicken is needed for 245 servings? 15

16

2.45 17

100 245.00 2.45 X 40 lb 8 oz. = 2.45 X 40.5 = 18

99.23 lb. = 99 lb. 4 oz 19

20

c. A recipe for Baked Beans required 7 lb. dried navy beans for 75 servings. How 21

many pounds of beans are needed for 360 servings? 22

23

4.80 24

75 360.00 4.80 X 7 lb. = 33.60 lb =33 lb 10 oz. 25

26

E. List three procedures that help to ensure accuracy in adjusting recipes. 27

28

1. _____Use a calculator.__________________________ 29

30

2. _____Verify amount of food components.__________ 31

32

3. _____Have another person check calculations. _____ 33

34

35

36

37


29


Summary 2

3

1. Adjusting a standardized recipe means increasing or decreasing the yield of the 4

recipe. 5

6

2. A standardized recipe: 7

a. Has been evaluated in the specific food service. 8

b. Has been shown to produce a high quality product with a consistent yield. 9

c. Includes details concerning ingredients, preparation, and service. 10

11

3. The number of servings needed is influenced by the following: 12

a. Time of year. 13

b. Menu. 14

c. Alternate choice. 15

d. Multiple menus. 16

e. Offer vs. serve. 17

f. Size of servings. 18

19

4. The number of batches is influenced by: 20

a. Equipment limitations. 21

b. Quality considerations. 22

23

5. Techniques for converting ingredient amounts to difference measurement units 24

are as follows: 25

a. Use of equivalency charts. 26

b. Use of decimals. 27

28

6. The factor for adjusting the recipe is found by dividing the number of servings 29

needed (yield needed) by the number of servings in the recipe (recipe yield). 30

31

Factor 32

Recipe yield Yield needed 33

34

35


30

7. Adjusted amounts are calculated by multiplying the amount of each ingredient by 1

the factor. 2

3

8. Measurements should be converted to the smallest or simplest measure. 4

5

9. Accuracy in adjusting recipe amounts is ensured by: 6

a. Using a calculator. 7

b. Verifying the amounts of the food components. 8

c. Having another person check the calculation. 9

10


31

1

Learning Activities 2

3

This unit has presented information about adjusting standardized recipes. The 4

purpose of the training is to enable you to adjust recipes. 5

6

7

General Instructions 8

9

The following learning activities must be performed to successfully complete the 10

unit. Your preceptor will provide guidance as your carry out the activities. The 11

activity checklist indicates steps where approval is necessary. You should use a 12

notebook to record the steps in the activities. Describe your plans and report the 13

results of the activities. Be sure to include suggested changes. Mistakes may be 14

the best teacher, so do not worry about being perfect. Just concentrate on 15

improving your skills. 16

17

18

Specific Activities 19

20

Specific activities are described which will enable you to apply the information in 21

the unit. Adjusting recipes requires accuracy, so use care and check your work. 22

Follow the steps listed to develop your skill in adjusting recipes. 23

24

25


32

Activity 1. Decrease the yield of a recipe that provides a Food Component in 1

Menus (use Calculator) 2

3

4

1. Select a USDA recipe which provides at least one of the food components for 5

menus. 6

7

2. Using one of the worksheets at the end of this section, calculate the factor to 8

change the number of servings from 100 to 35. 9

10

3. List the ingredients and their amounts for 100 servings on the worksheet. 11

12

4. Calculate and list the amount of each ingredient for 35 servings. 13

a. Express parts of a unit as a decimal. 14

b. Multiply by the factor. 15

c. List the adjusted amounts in the smallest or simplest measure. 16

17

5. Check you calculations. 18

19

6. Verify the amount of the food component. 20

a. Indicate the recipe ingredients (s) which counts as a food component. 21

b. Using information in the Food Buying Guide, calculate the amount of the 22

ingredients(s) necessary for at least 35 servings. 23

c. Compare the amount needed with the amount in the adjusted recipe. 24

25

7. Have your preceptor check your calculations. 26

27

8. When you and your preceptor are satisfied with your skill in increasing the yield 28

of a standardized recipe, have the preceptor date and initial your activity 29

checklist. 30

31


33

Activity II. Increase the Yield of a Recipe that Provides Two or More Food 1

Components for Menus (Use a Calculator) 2

3

1. Select a USDA recipe which provides at least two or more of the food 4

components for menus. 5

6

2. Using one of the worksheets at the end of this section, calculate the factor to 7

change the number of servings from 100 to 265 servings. 8

9

3. List the ingredients and their amounts for 100 servings on the worksheet. 10

11

4. Calculate and list the amount of each ingredient for 265 servings. 12

a. Express parts of a unit as a decimal. 13

b. Multiply by the factor. 14

c. List the adjusted amounts in the smallest or simplest measure. 15

16

5. Check you calculations. 17

18

6. Verify the amount of the food component. 19

a. Indicate the recipe ingredients (s) which counts as the two or more food 20

components. 21

b. Using information in the Food Buying Guide, calculate the amount of the 22

ingredients(s) necessary for at least 265 servings. 23

c. Compare the amount needed with the amount in the adjusted recipe. 24

25

7. Have your preceptor check your calculations. 26

27

8. When you and your preceptor are satisfied with your skill in increasing the yield 28

of a standardized recipe, have the preceptor date and initial your activity 29

checklist. 30

31

32


34

Form for Adjusting Recipes 1


the number of servings in the recipe to obtain a factor 3

4

Factor 5

Number of servings in recipe Number of servings needed 6

(Yield) 7

8


the columns on left of page. Multiply each ingredient by the factor to obtain the amount 10

to prepare. Convert decimal parts of volume or weight measures to the nearest 11


page. 13

14

Name of Recipe______________________________________________ 15

File Number ________________________________________________ 16


Ingredients



Serving Size: ____


35

1


36

Form for Adjusting Recipes 1


the number of servings in the recipe to obtain a factor 3

4

Factor 5

Number of servings in recipe Number of servings needed 6

(Yield) 7

8


the columns on left of page. Multiply each ingredient by the factor to obtain the amount 10

to prepare. Convert decimal parts of volume or weight measures to the nearest 11

measurable amounts. Write the adjusted recipe in the columns on the right side of the 12

page. 13

14

Name of Recipe______________________________________________ 15

File Number ________________________________________________ 16


Ingredients



Serving Size: ____


37

1


38

Activity Checklist 1

Adjusting Standardized Recipes 2

Date Completed

Initials Activity

I.

1.______

2.______

3.______

4.______

a._____

b._____

c._____

5.______

6.______

a._____

b._____

c._____

7.______

II. 1.______

2.______

3.______

4.______

a._____

b._____

c._____

5.______

6.______

a._____

b._____

c._____

7.______

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

I. Decrease the yield of a recipe.

1. Selects recipe. 2. Calculates the factor. 3. Lists on a worksheet ingredients and amounts for 100

servings. 4. Calculates and lists amounts for 35 servings.

a. Expresses parts of a unit as a decimal. b. Multiplies by the factor. c. Lists the adjusted amounts in the smallest or simplest

measure.

5. Checks calculations. 6. Verifies amounts of food component.

a. Indicates ingredient which is component. b. Calculates amount needed for 35 servings. c. Compares amount calculated with amount in adjusted

recipe.

7. Has preceptor check calculations.

II. Increase the yield of a recipe. 1. Selects recipe. 2. Calculates the factor. 3. Lists on a worksheet ingredients and amounts for 100

servings. 4. Calculates and lists amounts for 265 servings.

a. Expresses parts of a unit as a decimal. b. Multiplies by the factor. c. Lists the adjusted amounts in the smallest or simplest

measure. 5. Checks calculations. 6. Verifies amounts of food component.

a. Indicates ingredient which is component. b. Calculates amount needed for 35 servings. c. Compares amount calculated with amount in adjusted

recipe. 7. Has preceptor check calculations.


39

School Food Authority____________________________________________ 1

2

_____________________________ ___________________________ 3

Student’s Name Preceptor’s Signature 4

5

Date: ___________________________ 6

7


40

Unit Name Adjusting Standardized Recipes 1

TEST 1 2

3

Student’s Name ___________________________________________ 4

5

Date _________________________________________ 6

7

Directions: Choose the best answer. When you have chosen your answer, circle the 8

letter in front of it. There is only one correct answer for each question. 9

10

1. A standardized recipe 11

a. Produces a high quality product with consistent yield. 12

b. Is one that the technician has used in another facility. 13

c. Is provided by National Food Service Management Institute and USDA. 14

d. All of the above. 15

16

2. The needed yield for a recipe is influence by 17

a. Time of the year. 18

b. Menu. 19

c. Size of serving. 20


22

3. An example of a recipe which can be prepared in a large batch without 23

lowering the quality of the product is 24

a. Frozen broccoli spears. 25

b. Cakes. 26

c. Chili. 27


29

4. An adjusted recipe required 16 cups of milk. This should be listed on the 30

adjusted recipe as 31

a. 16 cups. 32

b. 8 pints. 33

c. 4 quarts. 34

d. 1 gallon. 35


41

5. A standardized recipe yields 100 servings. What is the factor to decrease 1

the number of servings to 75? 2

a. 1.50 3

b. 75 4

c. .75 5

d. 7.5 6

7

6. A standardized recipe yields 50 servings. What is the factor to increase the 8

yield to 150 servings? 9

a. 3.00 10

b. 15.0 11

c. .65 12

d. .30 13

14

7. A standardized recipe requires 12 lb. of flour. The factor to adjust the yield 15

is 0.50. What is the adjusted amount of flour? 16

a. 60 pounds. 17

b. 6 pounds. 18

c. 12 ½ pounds. 19

d. 8 pounds. 20

21

8. A recipe requires 4 pounds 8 ounces of hamburger. The factor to adjust 22

the yield is 2.00. What is the adjusted amount of hamburger? 23

a. 6 pounds 16 ounces. 24

b. 8 pounds 8 ounces. 25

c. 9 pounds. 26

d. 2 pounds 4 ounces. 27

28

9. When adjusting recipes, managers need to check their calculations 29

a. Only when they are learning how to adjust recipes. 30

b. Only when they have been interrupted. 31

c. For all ingredients in all recipes. 32

d. Both a and b. 33

34

10. When verifying the amounts of food components in menus, the amount of 35

the food in the adjusted recipe should be 36

a. Equal to or greater than the amount required for the food component. 37

b. Equal to or less than the amount required for the food component. 38

c. Greater than the amount required for the food component. 39

d. None of the above. 40


42

Unit Name Adjusting Standardized Recipes 1

TEST 2 2

3

Student’s Name ___________________________________________ 4

5

Date _________________________________________ 6

7

Directions: Choose the best answer. When you have chosen your answer, circle the 8

letter in front of it. There is only one correct answer for each question. 9

10

1. A standardized recipe 11

a. Has been evaluated in the facility in which it will be used. 12

b. Is found in magazines. 13

c. Requires the cook to make decisions about the proper amounts of 14

ingredients. 15

d. Both a and c. 16

17

2. Determining the needed yield of a recipe is the responsibility 18

a. Of the technician who is preparing the recipe. 19

b. Of the manager. 20

c. Of the supervisor. 21


23

3. The usual capacity of a piece of equipment is what percentage of its size? 24

a. 30% 25

b. 50% 26

c. 75% 27

d. 95% 28

29

4. An adjusted recipe requires 24 teaspoons of salt. This amount should be 30

listed on the adjusted recipe as 31

a. 24 tsp. 32

b. 8 Tbsp. 33

c. ½ cup. 34


36

37


43

5. A standardized recipe yields 100 serving. What is the factor to increase the 1

number of servings to 315? 2

a. 6.30 3

b. 315 4

c. 3.15 5

d. 5.26 6

7

6. A standardized recipe yields 400 servings. What is the factor to decrease 8

the number of servings to 100? 9

a. .25 10

b. .40 11

c. 4.00 12

d. 0.50 13

14

7. A standardized recipe requires 8 pounds of sugar. The factor to adjust the 15

yield is 2.00. What is the adjusted amount of sugar? 16

a. 10 pounds. 17

b. 16 pounds. 18

c. 6 pounds. 19

d. 4 pounds. 20

21

8. A recipe requires 4 pounds 8 ounces of margarine. The factor to adjust the 22

yield is .50. What is the adjusted amount of margarine? 23

a. 20 pounds 40 ounces. 24

b. 22 pounds 8 ounces. 25

c. 2 pounds 4 ounces. 26

d. 9 pounds. 27

28

9. When adjusting recipes, a calculator should be used 29

a. For all recipes. 30

b. For the ingredients that count as food items. 31

c. In schools where participation is over 300. 32


34

10. To ensure the accuracy of calculations, managers should 35

a. Check their calculations. 36

b. Verify the amounts of food components in the menu. 37

c. Have someone else check the calculations. 38


40


44

Adjusting Standardized Recipes 1

Examination Form 2

3

KEYS TO TESTS 4

5

Item Number Test 1 Test 2

1

a a

2

d b

3

c c

4

d c

5

c c

6

a a

7

b b

8

c c

9

c a

10

a d

6

7


45

1

2


46

1

2


47

1

Unit J Adjusting Standardized Recipes recdnlfk.pbrc.edu/pdfs/training/Unit J Adjusting...PHASE II...

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