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Fast Food Menu Math | Making Change | Subtraction Worksheets
Fast Food Menu Math | Making Change | Subtraction Worksheets
Fast Food Menu Math | Making Change | Subtraction Worksheets
Fast Food Menu Math | Making Change | Subtraction Worksheets
Fast Food Menu Math | Making Change | Subtraction Worksheets
Fast Food Menu Math | Making Change | Subtraction Worksheets
Fast Food Menu Math | Making Change | Subtraction Worksheets
Fast Food Menu Math | Making Change | Subtraction Worksheets
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Description

Students can practice functional reading and math skills using fast food menus! This particular resource focuses on subtraction: starting with a budget and subtracting items to determine how much money is left over.

The resource uses real photos, is differentiated, and includes a fill-in-your-own menu and worksheets based on local fast food restaurants in your area to further generalize the skill.

WHAT'S INSIDE

Resource Guide

  • About the Resource
  • Using the Resource
  • Resource Walkthrough

Subtraction Worksheets

  • 42 worksheets
  • 5 levels (the last one being a fill-in-your-own/use a real-life fast food restaurant menu)
  • 6 problems per page
  • 10 pages per level for levels 1-4, 2 different pages for level 5
  • Visuals of the fast food items are a part of each subtraction problem set

Fast Food Menus

  • 3 created menus
  • Whole numbers, decimals, closer to real life, and fill in your own/blank

Answer Key + Data Collection Sheet

  • For 4 levels, plus blank for the 5th level
  • Collect data across multiple data points as students work through the worksheets

IDEAS FOR USE

You can use this resource in a multitude of ways:

  • Life skills math lessons
  • Small groups, centers/stations
  • 1:1 to independent work
  • In person to packets to send home
  • Warm-up, exit ticket, early finishers, morning work
  • IEP goals on financial literacy, money math, functional math, functional reading (reading menus and applying prices)

ACROSS AGES AND SUPPORT NEEDS

Can be used with students across support needs and abilities. We've included differentiated levels based on whole numbers to decimals as well as visuals to represent each fast food item.

PROMOTING NEURODIVERSITY + FUTURE-FOCUSED WORK

We want to support you in creating a future-focused classroom where students are more prepared for life after high school. The resource supports students around independent living goals and life skills goals.

You can email us at hello@autismgrownup.com if you have any feedback, questions, and/or requests for resources.

Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

Fast Food Menu Math | Making Change | Subtraction Worksheets

Rated 5 out of 5, based on 2 reviews
5.0 (2 ratings)
$4.00

Highlights

Grades icon
Grades
Not Specific
Standards icon
Standards
Pages
60 Pages
Answer Key
Included

Save even more with bundles

Students can practice functional reading and math skills using these food menus! This particular resource bundle focuses on subtracting and subtracting items from a menu from the amount of money you have. It also can be a fun monthly theme to increase student engagement and interest.The resource use
Price $32.00Original Price $48.00Save $16.00
12

Description

Students can practice functional reading and math skills using fast food menus! This particular resource focuses on subtraction: starting with a budget and subtracting items to determine how much money is left over.

The resource uses real photos, is differentiated, and includes a fill-in-your-own menu and worksheets based on local fast food restaurants in your area to further generalize the skill.

WHAT'S INSIDE

Resource Guide

  • About the Resource
  • Using the Resource
  • Resource Walkthrough

Subtraction Worksheets

  • 42 worksheets
  • 5 levels (the last one being a fill-in-your-own/use a real-life fast food restaurant menu)
  • 6 problems per page
  • 10 pages per level for levels 1-4, 2 different pages for level 5
  • Visuals of the fast food items are a part of each subtraction problem set

Fast Food Menus

  • 3 created menus
  • Whole numbers, decimals, closer to real life, and fill in your own/blank

Answer Key + Data Collection Sheet

  • For 4 levels, plus blank for the 5th level
  • Collect data across multiple data points as students work through the worksheets

IDEAS FOR USE

You can use this resource in a multitude of ways:

  • Life skills math lessons
  • Small groups, centers/stations
  • 1:1 to independent work
  • In person to packets to send home
  • Warm-up, exit ticket, early finishers, morning work
  • IEP goals on financial literacy, money math, functional math, functional reading (reading menus and applying prices)

ACROSS AGES AND SUPPORT NEEDS

Can be used with students across support needs and abilities. We've included differentiated levels based on whole numbers to decimals as well as visuals to represent each fast food item.

PROMOTING NEURODIVERSITY + FUTURE-FOCUSED WORK

We want to support you in creating a future-focused classroom where students are more prepared for life after high school. The resource supports students around independent living goals and life skills goals.

You can email us at hello@autismgrownup.com if you have any feedback, questions, and/or requests for resources.

Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

Reviews

5.0
Rated 5 out of 5, based on 2 reviews
2
ratings
All verified TPT purchases
Rated 5 out of 5
May 14, 2024
Great resource! Much appreciation for offering this product for our use! :)
James H.
641 reviews
Grades taught: 7th, 8th
Rated 5 out of 5
October 9, 2023
Fantastic resource for my life skills day program, thank you!
Alexandra Bergman
(TPT Seller)
4,781 reviews

Questions & Answers

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Standards

to see state-specific standards (only available in the US).
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
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