Kitchen Math CSNA Summer Conference 2018 Together We Can CDE Vision - PowerPoint Presentation

Kitchen MathCSNA Summer Conference 2018

Together We CanCDE Vision All students in Colorado will become educated and productive citizens capable of succeeding in society, the workforce, and life.CDE Office of School Nutrition MissionThe Office of School Nutrition is committed to ensuring all school-aged children have equal access to healthy meals by supporting, training, and connecting Colorado’s child nutrition community.

Learning ObjectivesDiscuss the importance of kitchen math and its various applicationsReview standards used with kitchen math and school nutritionApply kitchen math to crediting components, the Food Buying Guide, and recipe development 3

What is Kitchen Math?Term that can be applied to many situations that are critical to menu plannersCrediting componentsOrderingForecastingRecipe development & scalingNutrient analysis

Crediting Components

Kitchen Math- Standards for School NutritionFruit – cupsVegetable – cupsGrains – ounces (weight)Meat/Meat Alternate – ounces (weight)Milk – cups or fluid ounces

Important! Do Not Confuse Weight and Volume Measure Weight is ounces, lbs, etc. for meats, cheese, grains, breads Tool: scale Volume is fluid ounces for milk, juice and portion sizes of fruit and vegetables Tool: measuring cup

What Do You Want To Serve? The Production Record Says “4oz” 2 Cups ( volume ) = 4 oz ( weight ) ½ cup ( volume ) = 1 oz ( weight ) = 2 leaves

Ways to Credit ComponentsThe Food Buying GuideManufacturer’s documentation (ex. product formulation statement)Child Nutrition (CN) labelExhibit A (grains) 9

The Food Buying GuideThe Food Buying Guide (FBG) helps you:Buy the right amount of foodDetermine the contribution each food makes toward the meal pattern requirements 10

Crediting Fruits and VegetablesAll servings are measured by volume not weightFind the weight (pounds, ounces) converted to volume (cups, teaspoons, tablespoons) in the Food Buying Guide1/8 cup is the smallest creditable amount

Columns Column 1 Food Item, As Purchased Column 2 Purchase Unit (# , can, etc ) Column 3 Number of Servings per Unit, Edible Portion Column 4 Serving Size Column 5 Number of Purchase Units for 100 servings Column 6 Additional Information 12

ExampleUse the Food Buying Guide for fruits and vegetables in a recipeA recipe has 5-No 10 cans of canned green beans 13 Quantity of ingredient as purchased Multiply: #1 x #2 = #3 2. Servings per purchase unit for ¼ cup fruit/vegetable (column 3 in FBG) 3. Fruit/Vegetable Contribution   5 - No. 10 Cans X        =        4. Portions per recipe ÷ 100 5. Divide by 4 to get units in cups ÷ 4 6. Cups for fruit/vegetable per portion =       

Example14

ExampleA recipe has 5-No 10 cans of canned green beans 15 Quantity of ingredient as purchased Multiply: #1 x #2 = #3 2. Servings per purchase unit for ¼ cup fruit/vegetable (column 3 in FBG) 3. Fruit/Vegetable Contribution   5 - No. 10 Cans X   45.30      =   226.5      4. Portions per recipe ÷ 100 5. Divide by 4 to get units in cups ÷ 4 6. Cups for fruit/vegetable per portion =   0.5 cups     

Group ActivityCalculate cups per portion of spinach in our 3.5 lbs. for 200 servings 16 Quantity of ingredient as purchased Multiply: #1 x #2 = #3 Servings per purchase unit for ¼ cup fruit/vegetable (column 3 in FBG) Fruit/Vegetable Contribution 3.5 lbs. X    ___ =       Portions per recipe ÷ 200 Divide by 4 to get units in cups ÷ 4 Cups for fruit/vegetable per portion =       30.70 107.45 .13 or 1/8 cup

Grains and Breads:Crediting17

Crediting GrainsIf a grain product weighs one ounce, it does not necessarily provide one once equivalent grain This is because different grain products contain different amounts of grain0.25 oz. is the smallest creditable amountBefore determining grain contributions you must first determine if the product is whole grain-rich 18

How to Use Exhibit A Group A Minimum Serving Size for Group A Bread type coating Bread sticks (hard) Chow Mein noodles Crackers (saltines and snack crackers) Croutons Pretzels (hard) Stuffing (dry) Note: weights apply to bread in stuffing. 1 oz eq = 22 gm or 0.8 oz ¾ oz eq = 17 gm or 0.6 oz ½ oz eq = 11 gm or 0.4 oz ¼ oz eq = 6 gm or 0.2 oz Step 2: look on the right hand side to determine the minimum serving size required for that product. Step 1: find the product in a group on the left hand side of the chart.

Crediting Grains cont.20 Grams/cups in one serving of product (from Nutrition Facts Panel) Divide: #1 ÷ #2 = #3 2. Grams/Cups for 1 oz. equivalent (from Exhibit A) 3. Oz . equivalents of grain 48 g ÷ 28 g (group B) = 1.714   oz eq For one portion ÷   1      4. Grain oz. eq. per portion =    1.5 oz eq

Grams/cups in one serving of product (from Nutrition Facts Panel) Divide: #1 ÷ #2 = #3 2. Grams/Cups for 1 oz. equivalent (from Exhibit A) 3. Oz . equivalents of grain 32 g ÷ 28 g (group B) = 1.143 oz eq For one portion ÷   1      4. Grain oz. eq. per portion =    1.0 oz eq Crediting Grains cont.

Exhibit A ActivityGroup ActivityCredit this tortilla using Exhibit A Ingredients: W hole wheat flour, whole grain corn, sugar, leavening (sodium acid pyrophosphate, sodium bicarbonate), soy flour, soybean oil, salt, egg yolk with sodium silicoaluminate, ascorbic acid, egg white, dried honey, artificial flavor.

Jessica WrightCulinary SpecialistLiveWell @ School Food Initiative

Kitchen Waste Those Extra Bits Add Up Quick

As Purchased vs. Edible Portion As Purchased – cost of product in its original state before any cutting, processing or cooking has occurred Edible Portion – the portion of product that will be used after cutting, processing or cooking Yield Percentage – how much a product actually yields after cutting, processing or cooking Edible Portion ÷ As Purchased Amount = Yield Percentage

Why Build Awareness?Every penny counts in food service, especially school food serviceReinforces importance of reading recipes and FOLLOWING them Helps create connection between cost of product and what is being wasted Builds ownership and understanding

Let’s Do The Math: Baking When preparing large batch baking recipes, is it better to have the flour in weight or volume? !!WEIGHT!! Consistency Quality Control Cost Control Example : A school makes dinner rolls 1x a week for entire SY. Each recipe asks for 20 cups of AP flour. There are 10 schools in this district. 1 cup of AP flour (my scoop) = 5.6oz 1 cup of AP flour (spoon and by weight) = 4.6oz Each cup I scoop has 1oz extra in it! 1oz extra flour X 20 cups = 20oz extra flour per week 20oz extra flour X 35 weeks = 700oz extra flour per SY 700oz X 10 schools = 7000oz extra per SY in district 7000oz ÷ 16oz = 437.5lbs of EXTRA FLOUR used A 50lb Bag of Flour Costs = $19.10 or .382¢ a pound 437.5lbs of flour X .382¢ = $167.13 WASTED in one year

Let’s Do The Math: Cooking Example : Each time cheese sauce is made, instead of only using 4lbs like the recipe states, I add in the whole bag to “not have to waste it”. Cheese sauce is used 3x a month with nachos, mac and cheese and baked potato soup. Same district with 10 schools. Recipe calls for 4lbs of cheese. I use 5lbs of cheese. I’m using an extra pound of cheese each time I make the recipe! 1lb extra cheese X 3x a month = 3lbs a month 3lbs a month X 10 months = 30lbs of extra cheese a SY wasted 30lbs X 10 schools = 300lbs of cheese WASTED a SY for district A 20lb box of cheese (4/5lb) costs $61.81 = $3.09 a pound 300lbs X $3.09 = $927.15 WASTED in one year

In ConclusionDO THE MATH to see how quickly costs add up.Train your staff on proper recipe reading and how to use a scale. Make sure you have a working scale!Utilize a cost-benefit analysis when buying products whole or fabricated. Convert baking recipes and cooking recipes to weight where applicable. ??QUESTIONS??

Resources Menu Planning webpage:http://www.cde.state.co.us/nutrition/nutrimenuplanning Training webpage: http:// www.cde.state.co.us/nutrition/nutritrainings 31

Thank you!Please contact me with any questions:Jonathan Padiapadia_j@cde.state.co.us303-866-3685 32