By Brad Fulton

2005 Educator of the Year

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Brad Fulton
Teacher to Teacher Press
“Building Mathematical Skill on a Foundation of Understanding”

♦ Consultant
♦ Educator
♦ Author
♦ Seminar leader
♦ Teacher trainer
♦ Conference and keynote speaker
Brad Fulton

PO Box 233, Millville, CA 96062

(530) 547-4687 [email protected]

Known throughout the country for motivating and engaging teachers and students, Brad has
authored over a dozen books that provide easy-to-teach yet mathematically-rich activities for busy
teachers. In addition, he has co-authored numerous teacher training manuals full of activities and
ideas that help teachers who believe mathematics must be both meaningful and powerful.
Seminar leader and trainer of mathematics teachers
♦ California Math Council and NCTM presenter
♦ 2005 Educator of the Year
♦ Lead trainer for summer teacher training institutes
♦ Trainer/consultant for district, county, regional, and national workshops
Author and co-author of mathematics curriculum
♦ Simply Great Math Activities series: five books covering all major strands
♦ Math Discoveries series: bringing math alive for students in middle schools
♦ Teacher training seminar materials handbooks for elementary, middle, and secondary school

Available for workshops, keynote addresses, and conference sessions.

All workshops provide participants with complete and ready-to-use activities. These activities
require minimal preparation, use materials commonly found in classrooms, and give clear and
specific directions and format. Participants will also receive journal prompts, homework
suggestions, and ideas for extensions and assessment.
Brad's math activities are the best I've seen in 38 years of teaching!
Wayne Dequer, 7th grade math teacher
"The high-energy, easy-to-follow handouts were clear. The instructors were great!"
DeLinda Van Dyke, middle school teacher

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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a) effective staff development

b) affordable staff development

c) ongoing staff development

(pick three)

14 new DVD
presentations offer
quality mathematics staff
development at a
fraction of the cost!

Fast Facts and Fractions: Help students master their multiplication facts and learn simple strategies for taming fractions.
Hundreds Magic: An engaging exploration of arithmetic, number sense, algebra, and mathematical reasoning.
Number Line: Help students compare and order fractions, decimals, and percents while developing reasoning skills.
Safely Navigating Social Networks: Help your students stay safer at home and school. Great for parents and staff
Solving Linear Equations: Simple steps and strategies to help your students find success with equations.
Multiplying and Factoring Polynomials: Help students learn the seamless way to tackle polynomials.
Take Your Places: A rich and engaging activity integrating number sense, operations, probability, and algebra.
Integer Strategies: Help students overcome integer operations with these classroom-tested strategies.
Teaching 2-Digit Multiplication: Use Conceptual Layering to maximize mathematical skill and reasoning.
Leo’s Pattern: Learn how to use conceptual layering to help students transition from simple addition to algebra.
Math Projects: Emancipate the intelligence of your students with an authentic assessment and teaching strategy that will
amaze both you and your students.
Menu Math: Students from grades two through college have finally made sense of algebra with this clever approach.
The Power of Two: Finally students understand exponents, the zero power, and even negative exponents!
X Marks the Spot: Practice with the four operations should be engaging, enriching, and empowering. Find out how to
maximize the effectiveness of drill work with this easy approach.

© 2013 by Brad Fulton and TTT Press www.tttpress.com

ACTIVITY 4
Materials:
Menu Math 4

ý paper Overview: This activity is so easy to teach you might feel guilty
o transparency of activity for taking a paycheck! Students will quickly pick up on the
master meaning and use of variables and will be able to substitute values
into formulas to solve them.
Vocabulary: variable, formula
PROCEDURE 1. Display the transparency master on the overhead projector as
Skills: the students get out paper. Use a paper to cover the formulas,
• Using variables revealing only the menu at this time.
• Solving equations
• Problem solving
• Distributive Property 2. Slide the paper down to reveal the first formula:
h+f=?
Students will raise their hands to tell the answer. One will say,
“Two dollars and ninety cents!” Ask the student, “What do you
mean?” The response will be that a burger and fry cost two
dollars and ninety cents. Ask how the student arrived at that
answer. Everyone will think it is obvious that the “h” stands for
hamburger and the “f” must represent fries.

3. Display the second formula:

c+f+s=?
Again a student will volunteer to explain that a cheeseburger,
fries, and small soda costs $4.15. You may wish to ask how
the student decided that the “s” must stand for “small” and not
for “soda”. Again, the class will see that this is the obvious way
to interpret the formula since there are three sizes of sodas.

4. Reveal the third formula:

7f = ?
Students will say that the cost is now $7.35. Ask the class how
they got that answer. Someone will say that you need to
multiply seven times $1.05. Ask why the student decided to
multiply when the formula had no multiplication sign in it? Most
students will think the answer is obvious. No other operation
would make sense.

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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5. At this stage, students can solve the next two formulas for
further practice. Good Tip! C
Students can create their
6. The final formula requires students to solve for an unknown,
own menus and formulas and
which is letter “d” in this case. Once they realize that the “d” is
exchange them with a
equal to $1.55, they should see that it represents a large soda.
partner.
You can then ask what the “d” might stand for. Someone may
suggest it stands for “drink”.

7. At this point, continue to ask the students to solve more

complex formulas and equations depending on their ability.
Some samples are given here:
3c + 5f + 6s = 6f + 4s =
8h + 4f + 6x = 11c + 8m + 2x =
5c + 2h + m + 2s = 3h + 2s + m =
3h + s = 2c + d (What does d = ?)
Jason gave the clerk a ten dollar bill and received $3.95 in change.
What might he have ordered?

× × × × Ø Ø Ø Ø

Journal Prompts: ?
Here is a formula for an order at a restaurant. Write the dialog the
customer may have used when placing the order.
2h + c + 3f + 2x + m

Homework: &
Ask students to make up formulas and solve them. These
formulas can be created toward the end of class and then
copied down by the students to be solved for homework.

Taking a Closer Look:

If you had ten dollars, what different combinations of food could
you order? Try to spend as much of the money on each order
without exceeding $10.00. Write each answer as a equation.
For example:

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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3h + 3f + m = $9.95
Ask the students to solve this formula:
4h + 4s + 4x =
This formula can be used to illustrate the distributive property
by solving 4(h + s + x) = and seeing that the same answer
results. You can then have the students practice the
distributive property by solving similar formulas.

Assessment: þ
Students can verify each other's formulas if working in groups.
Homework can be checked through a class discussion.

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Menu Math

Hamburger .................................... $1.85

Cheeseburger ............................... $2.15
Fries .............................................. $1.05
Sodas:
Small .......................................... $.95
Medium .................................... $1.25
Large ....................................... $1.55
Extra Large .............................. $2.05

h+f=
c+f+s=
7f =
3h + c + f + 3x =
4c + 3f + s + m + l =
3c + 3d = $11.10 What does d = ?

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Write what each customer ordered and calculate

how much was paid for each order:

3h + 3f =

3h + f =

3(h + f) =

Which two customers ordered the same food

and paid the same price? Write the two orders
below:

__________ = __________

This is called the "Distributive Property."

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Write the following orders as algebraic

expressions.

I'd like four hamburgers, six orders of

French fries, a large soda, two medium sodas,
and an extra large soda.

I want three cheeseburgers, one hamburger,

a small soda, two fries, a medium soda, and
another hamburger.

I want a cheeseburger and an order of fries

with a medium soda, my son wants two
hamburgers an order of fries, and a medium
soda, and my daughter wants a cheeseburger, an
order of fries and a large soda. Oh yes, my
husband wants two orders of fries, a
cheeseburger and a large soda.

Let's see… I think I'd like three hamburgers and

a cheeseburger, three fries, a large soda, two
medium sodas, and an extra large soda. Add
another order of fries on that, and make one of
those hamburgers another cheeseburger.
© 2013 by Brad Fulton and TTT Press www.tttpress.com
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Write a dialog or skit for each of the following

algebraic orders.

3x + h + c

2h + 2f + 2m

(h + 2f) + (2c + x)

(3h + f + x) + (h + f + s)

(h + f + m) + (h + f + m) + (h + f + m)

(2c + f + x) + (2h + f + x)

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Different members of the same family placed

the following orders. Simplify the orders by
combining like items.

(2h + f) + (c + f + s) + (h + m + f) =

(x + c) + (2f + c + x) + (m + 2f + c) =

(h + x + f) + (h + x + f) + (h + x + f) =

(3h + m) + (2c + f + m) + (c + m + 2f) =

(4c + f + m) + (3h + f + m) – h + c =

(3h + 2f + x) + (c + f + m) – (h + m + f) =

(5h + 3f + 2m) – (h + f + m) + (c + 2x) =

(3h + f + x) + (h + f + m) – (h + f) + c =

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Someone used the wrong letter in each of these

orders. Can you solve the problem?

h + 6w = $8.15

8x + 5y = 27.15

4b + 6l = 13.10

3m + 6p + 5f = 20.10

7h + 2f + 3c – 2g = 17.15

4(h + m) + 6u = 21.70

8c + 7(s + z) = 19.40

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Can you find the price of a hamburger and of an

order of fries at each of these restaurants?

Restaurant A:
3h + 2f = $11
h + 2f = $5

Restaurant B:
2h + 4f = $12
3h + f = $8

Restaurant C: What is the price of a

cheeseburger?
2h + 3c + f = $20
3h + 2c + f = $19
h + 5c + 2f = $27

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Something spilled on parts of these orders. What

are the missing items?

Quantity Item Subtotal

3 fries $3.15
6 hamburgers 11.10
5 extra large 10.25

Total: $24.50

Quantity Item Subtotal

4 hamburger $7.40
2 cheeseburger 4.30
5 fries 5.25
2 small sodas 1.90
4 cheeseburgers 8.60

Total: $27.45

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Menu Math Name_________________________

Evaluate each expression using the menu. Hamburger ............ $1.85

Show your work below each problem. Cheeseburger ........ $2.15
1) h+f+m= Fries ...................... $1.25
Sodas:
Small ................ $1.05
Medium ............ $1.35
Large ................ $1.65
2) l+c+x+f= Extra Large ....... $1.95

3) 4h = 4) 2c + f =

5) 6f + 3c + 2x – 2m 6) 8x + 6m + 10c + 5l =

7) 4l + 4s + 4m = 8) 6c – 2c =

9) 6m + 3h + 2c – 4m = 10) 8f – 3h =

11) 3h – 4c = 12) 6x – 3s – 5c + 7h =

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Menu Math Name____________________________
Distribute the following orders and combine like terms.

1) 4(h + m) =

2) 3(x + m + c) =

3) 7(2c) =

4) 5(3h + s) =

5) 8(2c + 4f + x) =

6) 4(3h + c + f + 5m) =

7) 13(2m + 2c – 4h) =

8) 7(3h – 5s + 12m) =

9) -4(3c + f) =

10) -6(4x + 2s – 3f) =

11) -5(7h – c – 9l) =

12) Evaluate problem number 4 by substituting the values from the menu.

13) Evaluate problem 7.

14) Which problems would have a negative value?

15) Which of these orders would not happen in reality?

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Menu Math Name____________________________
Simplify these orders by combining like terms. When necessary, distribute first.

1) 6h + 3c + h =

2) 2c + 3x + 5m + 4x + m =

3) 6c + 2f + 4c + 3x + f + 2m + 6x =

4) 3(m + h) + 2m =

5) 7s + 4(h + 2l) =

6) 3m + 6(h + 2m) + 5h + x =

7) 4(h + f + m) + 3(c + f + l) =

8) 2(5x) + 3c + 4(x + c) =

9) 5h + 6m + 3l + f + (h + f) – 2m =

10) (c + x) + 3(h + x) + (2m + c) – h =

11) 7(h + 2m) + 2(x + h) + 3h + m – (h + x) =

12) (2c + s) + 4h + 4(h + f + m) – 3(h + s) =

13) Evaluate problem 8.

14) Evaluate problem 10.

15) Which two orders are identical?

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Menu Math Name____________________________
Oops! Someone wrote the wrong letter on each order. Solve each equation to find out what the
cook should make. Show your work neatly.

1) h + z = $2.90 2) 6d = $8.10

3) v + 2c = $5.35 4) 2r + 2f + m = $7.55

5) 3(c + s) + t + 2s = $13.35 6) 4p + 7(3c) = $50.15

7) 2(h + 2l) + b = $11.55 8) 4(h + 2x) – g = $21.35

9) 6(h + f) + 5n – 3h = $23.80 10) 4(c + w) = $14

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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If your students are a little younger, the following

version of “Menu Math” should work well. They
have been used in numerous 4th and 5th grade
classrooms with great success.
By simplifying the menu prices to reflect more kid-
friendly decimals, even younger learners can grasp
the concepts we expect of much older students. Bon
appetit!

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Menu Math

Hamburger .................................... $1.50

Cheeseburger ............................... $2.00
Fries .............................................. $1.20
Sodas:
Small .......................................... $.75
Medium .................................... $1.25
Large ....................................... $1.50
Extra Large .............................. $2.25

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Menu Math

Hamburger ......................................
Cheeseburger .................................
Fries ................................................
Sodas:
Small ..........................................
Medium ......................................
Large .........................................
Extra Large ..........

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Name___________________ Week_____

Use your menu to evaluate each expression.

1. m+f=

2. c+x=

3. h+s+f=

4. m + 2f =

5. 2h + l =

6. 3m + 2c + 4s =

7. 4m + 2m + m =

8. 3c + h + 3c =

9. h + 3m + 3x + s =

10. 2h + 2c + 2m + 3f + 2x =

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Name___________________ Week_____

Oops! Someone wrote these orders incorrectly. Can you

identify each mystery item? Use your menu to help you.

1) c + d = $3

2) x + y + s = $4.05

3) 10h + 6g = 19.50

4) 3h + r = $6.50

5) f + 2z = $5.25

6) 20m + 10a + 15c = $68

7) 2m + 2w = $4.60

8) 2(c + m) + p = $7.80

9) 2(m + 2h) + 2b =$10.60

10) 3(h + n) + c + 2x = $16.10

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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Do you teach primary children? No

problem. They can do “Menu Math” too!
We simply change the prices to whole
numbers from one to nine. Now even very
young students can work with variables,
combining like terms and even solving
equations. You’ll see that the following
worksheets will help them learn their ten
pairs and even lay a foundation for their
multiplication facts. So don’t hesitate–
take them on an algebra field trip to “Al
Jibra’s Pet Store”!

© 2013 by Brad Fulton and TTT Press www.tttpress.com

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© 2013 by Brad Fulton and TTT Press www.tttpress.com