Unit L: Serving Counter Plans

3 4 5 6 7 8 9 0 3 4 5 6 7 8 9 0 3 4 5 6 7 8 9 30 3 3 33 34 35 36 37 38 39 40 4 4 43 44 45 46 Unit L: Serving Counter Plans Table of Contents Pages Serving Counter Plans.. Objectives... Serving Counters Advance Preparation..3 Factors Affecting Serving Counter Set Up.3 Selecting Pan Size.. 4 Available Pans.. 5 Type of Food...5 Amount of Food 5 Review A. 6 Answers to Review A...7 Serving Counter Arrangement.8 Serving Flow..8 Appeal of Menu Items.. 9 Display of Food.9 Decorations and Garnishes....9 Appearance of Plate/Tray..0 Self Service..0 Supplying the Line.. Other Factors Affecting Food Appeal.. Review B.. Answers to Review B..3 Documentation of Food Use and Customers..4 Food Used.......4 Plate Count... 4 Size of Serving.... 4 Amount Prepared........4 Extra Items Sold........4 Left Over Portions......4 Number of Customers.......5 Review C...6 Answers to Review C.7 Summary..8 Learning Activities...0 General Instructions 0 Specific Activities..0 Activity. Prepare Serving Counter Plan....... Activity. Evaluate Busing of Dishes......... Serving Counter Plan Worksheet.3 Activity Checklist.6 Test....8 Test....30 Keys to Tests...3

SERVING COUNTER PLANS The appearance of food at the time it is served to students is important. It contributes to student acceptance and enjoyment of the food. When food is placed on the serving counter, it represents many hours of work and is the end product of many decisions made by the manager. Thus, the manager has the responsibility to develop serving counter plans so that the food appeals to students. This unit has been designed to help the manager develop effective serving counter plans. Objectives Upon completing this unit, you should be able to do the following:. Describe differences in serving counter arrangements.. Discuss factors involved in setting up the serving counter. 3. Describe the procedure to supply the serving counter. 4. Describe factors other than the serving line which affect food appeal. 5. Describe procedures for documenting food use and customers served. Serving Counters There are many different ways to serve food, but practically all schools use cafeteria service. Basically, the school cafeteria includes a serving counter and an eating area. The serving counter includes heated and refrigerated units for holding and displaying food and milk. Serving counters vary in length depending on the quality and variety of food items offered. They also may vary in height depending on the age of the students served.

In the typical school cafeteria, students enter at one end of the serving line and move through the entire line. In schools participation in Offer versus Serve, or having menus with choices, students are allowed to select the menu items they want. In schools without these provisions, students must take all items on the menu. When large numbers are to be fed, multiple serving counter lines may be used. Usually students enter the serving line at either end and leave at the cashier s booth in the center. A reversal of this arrangement is used in some schools where students enter the serving line in the center and proceed to either the right or the left along the serving line. The same menu may be offered on two or more different serving lines; different item selections may be offered on the same line (alternative choice), or different menus may be offered on two or more lines (sandwich line, hot food line, salad bar, and take-out meals). Some schools have portable serving lines that are set up outside the cafeteria. Such lines increase student participation and can speed the serving time. Care must be taken to follow all sanitation guidelines; food must be held at safe temperatures and properly covered. Also, an approved method of obtaining the meal count must be used. Advance Preparation Because cafeteria service is designed to provide rapid service, most food items are prepared in advance. Some food items, especially vegetables, do not retain acceptable quality if prepared too far in advance of meal service. Batch cookery should be used to supply the line with items such as French Fries, green vegetables, grilled cheese sandwiches, and other quick-cooking items. Counter service is usually more efficient if one person is assigned to handle the batch cooking of vegetables and/or hot sandwiches. This assignment should be written on the daily production schedule. Factors Affecting Serving Counter Set-up As a manager, you must consider a number of factors when planning the set-up for your school s serving counter. Selecting Pan Size Select containers of appropriate size and shape to display food to the best advantage and to keep food in the best condition. Selection will be influenced by the availability of pans, the type of food, and the amount of food to be served. Available Pans: Serving pans come in many sizes. Your choice of pan size will be limited by the pans available in your kitchen. Large pans are useful for vegetables and meats. Small pans are good for gravies and sauces. 3

These are the pans most often used: Half One-fourth Full Size The names for the sizes refer to the number of pans that will fit in a serving counter well. A full size pan fills a whole well. Two half size pans or four one-fourth size pans fill a well. Smaller pans are available but generally are not used for school food service. The following chart indicates the number of 4 oz servings for various pans. Information in the chart suggests that if a 4 oz or ½ cup portion of green beans to serve 40 students is on the menu, two 4-inch deep, full size pans should be used ( x 0 servings). Each pan holds enough green beans for 0 people. Depth in inches PAN SIZE Number of 4 oz servings ½ 4 6 ½ 4 6 ½ 4 6 Sheet Pan FULL SIZE 7 0 76 HALF SIZE 3 56 80 ONE-FOURTH 3 4 38 50-60 Rolls 4

Suggested pan sizes and depths for five common foods are given below: FOOD ITEM PAN Sliced Turkey Beef Stew Green Beans Gravy Meat Pies Large, shallow Large, deep Large, deep Small, deep Large, shallow 3 5

REVIEW A Directions: Underline the correct answer. If necessary, review the previous material.. In school food service, the length of the serving counter is influenced by the (variety of food items, number of students).. The quality of (spaghetti, grilled cheese sandwiches) is improved by batch cookery. 3. French fries should be served from ( ½, 4 ) pans. 4. Stew should be served from ( ½, 4 ) pans. 5. Gravy should be served from a small (deep, shallow) pan. TURN THE PAGE AND CHECK YOUR ANSWERS 6

ANSWERS - REVIEW A Directions: Underline the correct answer. If necessary, review the previous material.. In school food service, the length of the serving counter is influenced by the (variety of food items, number of students).. The quality of (spaghetti, grilled cheese sandwiches) is improved by batch cookery. 3. French fries should be served from ( ½, 4 ) pans. 4. Stew should be served from ( ½, 4 ) pans. 5. Gravy should be served from a small (deep, shallow) pan. 7

Serving Counter Arrangement The manager has the responsibility to plan the serving counter arrangement. In making the arrangement, the serving flow and the appeal of the menu items should be considered. Serving Flow: The serving counter should be set up for smooth, orderly flow so that a rapid serving rhythm can be established. Service line setup can slow down or speed up service. For ease of serving, set up the serving counter so that the plate/tray starts at one end, and moves in a straight line to the other end. The plate should pass smoothly from one server to the next. Think about the menu and decide if there is any food that must be placed on the student s plate/tray before another food. For example: if you are serving mashed potatoes and gray, the mashed potatoes should be placed on the plate/tray before the gravy, since the gravy will be placed on top of the potatoes. STEAM TABLE UNHEATED COUNTER WRONG Meatballs Spaghetti Green Beans Tossed Salad Rolls In the above figure, the meatballs would be UNDER the spaghetti, or the plates would have to be passed backwards before going on to the end of the counter. To place the meatballs on top, place the spaghetti on the plate first. This figure shows items placed in the CORRECT order: STEAM TABLE UNHEATED COUNTER RIGHT Spaghetti Meatballs Green Beans Tossed Salad Rolls The rule is to arrange serving pans so that plates travel in a straight line. 8

If possible, set up the line so that one server can serve two items. For example, one server could serve a hamburger on a bun and French Fries. For ease of service and for more attractive food presentation, train workers to remove food first from the end of the serving pan closest to them. Appeal of Menu Items: Traditionally most school cafeterias have placed the meat/meat alternate first, then vegetables and fruit, salads, breads, and milk as the arrangement for the cafeteria line. However, there is no hard and fast rule with regard to the arrangement. The various sections many be interchanged in accordance with the ideas of the manager or supervisor and with any special conditions which may exist in the school. In many commercial cafeterias, salads and desserts are placed first on the theory that hungry customers will select a dessert upon first entering the line, whereas they might not do so after they have loaded their trays with other items. Schools should try this technique to encourage acceptance of foods such as salads and vegetables. Also, in commercial cafeterias, hot entrees and hot beverages frequently are placed last in line because less time is consumed, and therefore less heat is lost, before the items reach the cafeteria table. The manager should sketch the planned arrangement of food on the serving counter on the daily production schedule. Workers then can set up the line easily without having to interrupt the manager. Display of Foods Foods should be displayed so that they appeal to the students. Display factors include decorations and garnishes, the appearance of the plate/tray, and the provision of self service. Decorations and Garnishes: Foods should be garnished and displayed to appeal to the students and to emphasize their nutritional value. The serving line can be trimmed with foods or decorations to carry out holiday or special themes. Garnish foods suitably and attractively; be sure that all garnishes are edible, fresh, and clean. Read the following suggestions for garnishes and decorations. For additional ideas, refer to the Phase II units, Food Merchandising and Promoting School Food Service. 9

Decorations Pineapple boat Fresh vegetable in basket Fresh fruit in basket Colored eggs in basket Watermelon whale of basket Apple bird Garnishes Orange slices Fresh parsley Small bunch of grapes Chopped nuts Green pepper rings Green onions Bermuda onion rings Grated cheese Pimento Olive slices Lemon slices Radish roses or slices Sliced hard-cooked egg Appearance of Plate/Tray: The manager also should think about the arrangement of the food on the plate/tray. There is more than one way to arrange the same menu item on a tray. The manager should select an arrangement which is attractive and pleasing to the students. The desired arrangement of food on the plate/tray also should be sketched on the production schedule by the manager. Self Service: Students like to serve themselves. When they do, fewer servers are needed. Arranging the counter for self-service is especially helpful when implementing Offer versus Serve. Depending on the situation, students may serve themselves directly from the counter pan or they may select items that have been proportioned into individual cups or bowls. When using proportioned items, the manager should assign a worker the responsibility for proportioning. The assignment, including the type of container to use and size of portion, should be written on the daily production schedule. Some precautions must be taken when using self-service. Food must be placed within the student s reach and must be protected by a sneeze guard, approved dispenser, or individual wrapping. In some schools, alterations must be made to the serving counter and/or sneeze guard to implement self-service for students. The type and placement of counter equipment used in the cafeteria can make self-service easier. Self-leveling devices which raise trays or plates to the counter level for easy handling are available. Portable units of this 0

kind may be loaded in the dishwashing room and wheeled directly to the point of service. Some schools use salad bars and/or condiment bars which are self-service and often are placed away from the main serving lines. It is important to examine traffic flow when arranging serving counters. Try to avoid situations which cause congestion. Supplying The Line Thus far, information has dealt with setting up the serving counter for service. It is equally important to keep the line supplied with food during service so that the counter is attractive to all students, not just the first ones in the line. Although not possible in all schools, it is helpful to assign one person as food runner for the line. The manager should write the assignment on the daily production schedule. Counter servers then can inform the runner of the need for food before serving pans are completely empty; the runner also should watch the supply of each food on the counter. Empty serving pans should be replaced with freshly filled pans. Contents from one container should not be transferred to another container on the counter. The runner must tell the manager if the supply of a menu item is running low in the kitchen. If substitutions are made by the manager, the runner should give the counter servers the correct serving utensil. Other Factors Affecting Food Appeal One reason for developing appropriate serving counter plans is to increase the appeal of the food to the students. Several other factors also affect food appeal. One of these factors is the manner in which dishware and garbage are handled after the meal. Upon completion of the meal, the students carry their soiled trays, utensils, and wastepaper to the dishwashing area. Ideally, this area should be separated from the serving area to prevent congestion and confusion. Also, dirty trays and garbage are not very pleasant sights while getting or eating your food. Another factor which has been discussed elsewhere is the quality of the food. Food served in school cafeterias always should meet the standards as described in the Phase II unit titled Food Quality. Scorched, discolored, or undercooked foods do not meet school food service standards and should not be placed on the serving counter. The third factor is the general appearance of the kitchen. It always should be neat and clean. Trays, pans, and bowls in which food is displayed should be clean and free of chips, cracks or stains. The counter and the space behind it should be attractive, neat, free of clutter, and clean at all times. Remember, the entire service area is on display as well as the food.

REVIEW B Directions: Mark with T if correct, F if false. If necessary, review the previous material. _. On the serving line, braised beef should be placed before the rice on which it is served. _. The meat/meat alternate always must be first on the serving line. _ 3. Garnishes must be edible. _ 4. Proportioned items can be helpful for self-service. _ 5. When supplying the serving line, any food remaining in the almost empty pan should be transferred to the replacement pan. _ 6. The area where students are emptying their trays should be visible to the servers and students in the serving line. TURN THE PAGE AND CHECK YOUR ANSWERS

ANSWERS - REVIEW B Directions: Mark with T if correct, F if false. If necessary, review the previous material. _ F. On the serving line, braised beef should be placed before the rice on which it is served. _ F. The meat/meat alternate always must be first on the serving line. _ T 3. Garnishes must be edible. _ T 4. Proportioned items can be helpful for self-service. _ F 5. When supplying the serving line, any food remaining in the almost empty pan should be transferred to the replacement pan. _ F 6. The area where students are emptying their trays should be visible to the servers and students in the serving line. 3

Documentation Of Food Use And Customers Government funds are used for school food service. The manager is required by law to document the proper use of these funds. This requirement includes documenting food usage and the number of customers served in each specified category. Food Used Food usage is documented on the Daily Food Production Record (SFS-6). Information collected on this form includes plate count, size of serving, amount prepared, extra items sold, and quantity or portions left over. Plate Count: Schools must keep an accurate daily plate/tray count. Usually the manager assigns a technician to count the plates or trays that are placed on the serving line prior to meal service. This information is recorded on a form or in a notebook. If any plates or trays are added during meal service, their number must be added to the number of plates or trays on the serving line. When meal service is completed, the number of unused plates remaining is subtracted from the total to determine the number of plates used. This number is recorded on the Daily Food Production Record (SFS-6) in the upper right-hand corner in the space labeled Plate Count. Size of Serving: The serving size of each menu item must be recorded. If serving sizes for a particular menu item vary, all serving sizes for the various student grade/age levels are to be recorded. Amount Prepared: The total amount or quantity of each menu ingredient must be documented on the Daily Food Production Record (SFS-6). Extra Items Sold: If second servings of items on the regular menu are sold, the number of servings sold is recorded on the Daily Food Production Record (SFS-6). If items not on the regular menu are prepared and sold to students, the amounts prepared of these items as well as the number of servings are recorded. If a large amount of extra servings are sold, these amounts and servings should be recorded on a separate sheet of paper. Milk and full-strength juice are the only items that can be sold to students who have not purchased a meal. Leftover Portions: The number of leftover serving options also must be recorded on the Daily Production Record (SFS-6). Leftover meats may be weighed and recorded, and the volume of leftover fruits and vegetables may be measured and recorded. Food items in individual 4

portions easily can be counted to figure the number of leftover portions. For items served in bulk, a pan capacity chard may be used to estimate the number of servings remaining in a partially served counter pan. If a pan capacity chart is to be used, care must be taken to ensure that the pan originally contained the same amount listed in the chart. Number of Customers Schools must maintain an accurate daily count of the number of customers who are served in the cafeteria. Because meals are reimbursed at different rates according to category, the count must be broken down as follows: Free Meals Reduced Price Meals Paid Meals Free, not Section Meals Contract Meals At Cost Meals Eligible Adult Meals School Food Service Employee Meals There are various approved methods for obtaining these counts. An accounting for the category of the customers must be made at the point of meal service. The point of service is defined as that point at which a determination can be made that each student has received a reimbursable meal. The count must be taken at the point of service to ensure the accuracy of meal counts by category. Any method used also must prevent overt identification of needy students. Schools are reimbursed only for one lunch and breakfast per student per day. If a second lunch or breakfast is consumed by a student, it should be recorded as an at cost meal, and the student is required to pay the at cost price of the meal. 5

REVIEW C Directions: Complete the following. If necessary, review the previous material. A. List five ways in which food used is documented... 3. 4. 5. B. Mark with T if correct, F is false.. Accurate counts are required daily for free, reduced price, and paid meals, but not for other categories.. In counting the number of free and reduced price meals, care must be taken that students receiving free and reduced price meals are not identified publicly. TURN THE PAGE AND CHECK YOUR ANSWERS 6

ANSWERS - REVIEW C Directions: Complete the following. If necessary, review the previous material. A. List five ways in which food used is documented... 3. 4. 5. Plate Counts Size of Serving Amount Prepared Extra Items Sold Leftover Portions B. Mark with T if correct, F is false. F _ T _. Accurate counts are required daily for free, reduced price, and paid meals, but not for other categories.. In counting the number of free and reduced price meals, care must be taken that students receiving free and reduced price meals are not identified publicly. 7

Summary. The serving counter consists of different sections for holding and displaying foods.. Serving Counter may vary: Among schools. With student grade levels. With the offering of menu choices. 3. Unless quality deteriorates with holding, sufficient food for the entire meal should be prepared before service begins. 4. Serving pans come in various sizes and depths. 5. Serving pan selection is influenced by: Type of food. Amount of food. 6. Factors to consider in serving counter arrangement: Serving flow. Appeal of menu items. Display of foods. Decorations and garnishes. Appearance of plate/tray. Self-service. 7. The serving line must be kept supplied with food in a neat, attractive, efficient manner. 8. Other factors affect food appeal: Procedure and place for busing dishes. Quality of food. General appearance of kitchen. 8

9. Food use and number of customers must be documented. Food Use Plate count. Size of serving. Amounts prepared. Extra items sold. Quantity of portions left over. Customers Free meals. Reduced price meals. Paid meals. Free, not Section meals. Contract meals. At cost meals. Eligible adult meals. School food service employee meals. 9

LEARNING ACTIVITIES This unit has presented information about counter plans for the school food service manager. The purpose of the training is to enable you to develop effective serving counter plans. General Instructions The following learning activities must be performed to successfully complete the unit. Your preceptor will provide guidance as you carry out the activities. The activity checklist indicates steps where approval is necessary. You should use a notebook to record the steps in the activities. Describe your plans and report the results of the activities. Be sure to include suggested changes. Mistakes may be the best teacher, so do not worry about being perfect. Just concentrate on improving your skills. Specific Activities Specific activities are described which will enable you to apply the information in the unit. Follow the steps listed to improve your skill in developing serving counter plans. 0

Activity I. Prepare Serving Counter Plans. Select menus for three different days. Complete a Serving Counter Plan Worksheet (found at the end of this section) for each menu.. Describe how food would be prepared for serving. a. List the menu items. b. List the serving pan for each item. c. List the serving utensil for each item. d. Describe if a garnish is appropriate; and if so, describe the garnish. 3. List the order in which items would be placed on the line. 4. Give reasons for the placement of each item in step (3). 5. Describe serving counter decorations. 6. Indicate placement of food on the tray. 7. Discuss the completed worksheets with your preceptor. 8. When you and your preceptor are satisfied with your skill in preparing serving counter plans, have your preceptor date and initial your activity checklist.

Activity II. Evaluate Busing of Dishes. Draw a simple sketch of a portion of your food service area showing the relationship of the serving, busing, and dining areas. The sketch does not need to be drawn to scale.. Indicate areas from which the busing area may be seen. 3. If the busing area is visible to students while they are being served or while they are eating, suggest at least two ways this area could be shielded from the view of the students. If possible, you might visit other schools to see how they manage the busing area. 4. Discuss your recommendations with your preceptor. 5. When you and your preceptor are satisfied with your skill in evaluating the busing of dishes, have your preceptor date and initial your activity checklist.

Serving Counter Plan Worksheet Menu Item Size of Pan Serving Utensil Garnish, if any 3 4 5 Placement on Serving Counter Start Reason for Placement Describe Decoration for Serving Counter 6 7 8 9 0 Placement of Food on Tray 3 4 End 5 6 7 3

Serving Counter Plan Worksheet Menu Item Size of Pan Serving Utensil Garnish, if any 3 4 5 Placement on Serving Counter Start Reason for Placement Describe Decoration for Serving Counter 6 7 8 9 0 Placement of Food on Tray 3 4 End 5 6 7 4

Serving Counter Plan Worksheet Menu Item Size of Pan Serving Utensil Garnish, if any 3 4 5 6 Placement on Serving Counter Start Reason for Placement Describe Decoration for Serving Counter 7 8 9 0 Placement of Food on Tray 3 4 End 5 6 7 5

3 Activity Checklist Serving Counter Plans Date Completed Initials Activity I. I. Prepare Serving Counter Plans... Selects menus for three days.. a. b. c. d. 3. 4. 5. 6. 7. Day. Describes preparation of food for serving. a. Lists menu items. b. Lists serving pans. c. Lists serving utensils. d. Lists appropriate garnishes. 3. Lists order in which items would be placed on the line. 4. Gives reasons for placement of items on the line. 5. Describes serving counter decorations. 6. Indicates placement of food on the tray. 7. Discusses completed worksheet.. a. b. c. d. 3. 4. 5. 6. 7. Day. Describes preparation of food for serving. a. Lists menu items. b. Lists serving pans. c. Lists serving utensils. d. Lists appropriate garnishes. 3. Lists order in which items would be placed on the line. 4. Gives reasons for placement of items on the line. 5. Describes serving counter decorations. 6. Indicates placement of food on the tray. 7. Discusses completed worksheet. 4 5 6

3 Activity Checklist Serving Counter Plans (cont.) Date Completed Initials Activity. a. b. c. d. Day 3. Describes preparation of food for serving. a. Lists menu items. b. Lists serving pans. c. Lists serving utensils. d. Lists appropriate garnishes. 3. 4. 5. 6. 7. 3. Lists order in which items would be placed on the line. 4. Gives reasons for placement of items on the line. 5. Describes serving counter decorations. 6. Indicates placement of food on the tray. 7. Discusses completed worksheet. II. II. Evaluates busing of dishes.. 3. 4.. Draws sketch showing serving, dining, and busing areas.. Indicates areas from which busing area is visible. 3. Suggests at least two ways to shield busing from view of students while being served or eating. 4. Discusses recommendations. School Food Authority Student s Name Preceptor s Signature 4 Date 7

TEST Unit Name SERVING COUNTER PLANS Student s Name Date Directions: Choose the best answer. When you have chosen your answer, circle the letter in front of it. There is only one correct answer for each question.. The length of the serving counter is determined by a. The size of the school. b. The number of people served. c. The quantity and variety of food items. d. Both a and b.. Food should be prepared before service starts except for a. Scalloped potatoes. b. Grilled cheese sandwiches. c. Meat loaf. d. All of the above. 3. Indicate the appropriate order on the serving line a. Gravy, turkey, mashed potatoes. b. Gravy, mashed potatoes, turkey. c. Mashed potatoes, turkey, and gravy. d. Any of the above. 4. An appropriate garnish is a. Grated cheese. b. A plastic flower. c. A paper hat. d. All of the above. 3 8

5. Foods which can be handled well by self-serve are a. A salad bar. b. Condiments. c. Pre-portioned desserts. d. All of the above. 6. When supplying the serving line a. Additional food should be poured in the pan already on the line. b. Any food remaining in the pan should be poured into the fresh pan. c. Any food remaining in the pan stays in the pan which is taken to the kitchen. d. Any of the above. 7. The area behind the serving line a. Should be clean and uncluttered. b. Will not influence the appeal of the food. c. Is a good place to pile used serving containers and utensils. d. Both b and c. 8. To estimate leftovers a. A pan capacity chart may be used for items served in bulk. b. The leftovers may be weighed. c. The leftovers may be measured by volume. d. All of the above. 3 9

TEST Unit Name SERVING COUNTER PLANS Student s Name Date Directions: Choose the best answer. When you have chosen your answer, circle the letter in front of it. There is only one correct answer for each question. In schools with two or more serving lines a. The same menu may be served on both lines. b. Different menus may be served on each line. c. The lines may begin at the ends and terminate at a cashier s booth in the center. d. All of the above. A 4-inch or 6-inch pan should be used to serve a. French fries. b. Chili. c. Meatballs. d. All of the above. 3 Indicate the appropriate order on the serving line a. Meatballs, spaghetti, green beans. b. Meatballs, green beans, spaghetti. c. Spaghetti, meatballs, green beans. d. Any of the above. 4 The first item on the serving line is the a. Meat or meat/alternate. b. Vegetable. c. Dessert. d. Any of the above. 3 30

3 4 5 6 7 8 9 0 3 4 5 6 7 8 9 0 3 4 5 6 7 8 9 5. A characteristic of self-service is that a. Students like it. b. More servers are required. c. There is no need for a sneeze guard. d. All of the above. 6. A food runner a. Supplies the serving line. b. Carries food to the teachers. c. Carries food to the kindergarten children. d. Carries food from the storeroom to work stations in the kitchen. 7. The area for disposing of paper goods and uneaten food should be a. Clearly visible from the serving line. b. Clearly visible from the dining area. c. Shielded from the view of students getting and eating their food. d. Both a and b. 8. Documentation of food use includes a. Plate counts. b. Number of extra items sold. c. Number of leftovers. d. All of the above. 3

SERVING COUNTER PLANS EXAMINATION FORM 3 4 KEY FOR TESTS 5 6 ITEM NUMBER TEST TEST c d b b 3 c c 4 a d 5 d a 6 c a 7 a c 7 8 d d 3