PERTS Elevate Resource Library

Math Menus

Present a variety of problem types (e.g., word problems, equations) aligned to the same concept on a "menu" to offer students choice in how they solve the problems.

Grades 6-8, 9-12 Math Video · 1:49

Overview

Math Menus is a student-centered strategy that offers structured choices for engaging with math content. Like a restaurant menu, they present a variety of tasks, such as visuals, word problems, or equations all aligned to the same concept. Students choose how to start based on their interests or strengths, promoting engagement, confidence, and ownership of learning. This approach supports diverse thinking and is easy for teachers to differentiate. As students demonstrate understanding through different task types, Math Menus also serve as a powerful formative assessment tool that offers teachers real-time insight into students' strategies, misconceptions, and learning preferences. Math Menus are especially effective in classrooms that support varied learning needs and when introducing new material.

Through this practice you will be able to:

  • Foster student engagement and ownership.
  • Gain real-time insight into students' understanding.
  • Gauge student preferences.
  • Provide differentiation to meet student needs.

Materials

  • Printed or digital Math Menus offering 3–5 problem types aligned to the same concept
  • Copies of student task sheets or problem pages
  • (Optional) Anchor charts or example posters that highlight key concepts, strategies, and examples. They can be co-created with students and should serve as ongoing references to support learning.
  • Sticky notes or reflection forms
  • Pencils, highlighters, and other standard class supplies

Day Before Prep (~35 min)

  1. Select the Anchor Concept (10-20 minutes): Choose a math concept that aligns with your current goals—this could be a new topic you're introducing or a concept students need to review or reinforce. Design 3–5 different problem types (e.g., visuals, word problems, symbolic equations, or challenge tasks) that address the same underlying idea, with a couple of problems in each type (see the Example Math Menu as a reference).

  2. Organize the Menu (10-15 minutes): Organize the problems into a visually clear menu format. Print copies for students or prepare for digital distribution (e.g., a google doc or pdf inserted into the learning platform that you use).

  3. Extension Opportunity: Set up a reflection prompt for students to complete after the activity (e.g., "Which problem type helped you understand the concept best, and why?").

  4. Scaffolding Opportunity: Prepare anchor charts or posters with worked examples to support students who need extra scaffolding.

Conducting the Practice (40-55 min)

  1. Introduction (5-10 minutes): Introduce the concept students will be working on and explain how the math menu works. Emphasize that all tasks relate to the same math idea but offer different starting points. Display the Math Menu for students to review as you introduce the activity. This could be on a whiteboard, anchor chart, or projected slide. Here is a sample way to introduce the activity:

    "This Math Menu gives you choices for how to practice today's math concept [or concepts that we have recently covered]. Just like a menu at a restaurant, you get to pick where to start. Each task is a different way to think about the same idea [or provides a review for concepts we have learned recently], where some are word problems, some are visual, some are more challenging. Choose one that fits how you like to think or want to stretch your thinking."

    To tie this practice to the Autonomy Over Process Learning Condition:

    "Math Menus are here to help you become a more independent math thinker. You get to make choices about how you learn, which helps you discover what strategies work best for you. Your work also helps me see your thinking and what you understand."

  2. Choice and Work Time (20-30 minutes): Distribute the menus and allow students to choose a task to begin. Encourage them to work individually or with a partner, whichever they prefer. After completing one, students may try a different menu item.

  3. Reflection (5-10 minutes): Ask students to reflect in writing (on a sticky note or handout): Which type of task helped them understand the concept best? Why?

  4. Wrap-Up (5 minutes): Highlight a few reflections or strategies to reinforce the value of varied thinking approaches.

Pitfalls to Avoid

  • Poor alignment of tasks: Ensure all menu items connect to the same learning target or skill.
  • Unequal challenge levels: Balance cognitive demand across tasks so students are challenged regardless of where they start.
  • Lack of structure for reflection: Without guided reflection, students may miss the opportunity to connect strategies to understanding.
  • Defaulting to comfort zones: Encourage students to try a second type of task to stretch their thinking and exposure.

What to Look For

  • Students confidently choose and start problems with little hesitation.
  • Variety in student selections, indicating true choice and personal preference.
  • Meaningful peer discussions comparing approaches and results.
  • Student reflections that reveal metacognition or shifting strategy preferences.
  • Students demonstrating increased ownership over their mathematical process.

Additional Inspiration

This practice was developed in collaboration with WestEd.