Would You Rather…

parking vs concessions

Receive the net revenue from parking lot sales


the net revenue from concession sales at a professional sporting event?

Whichever option you choose, justify your reasoning with mathematics.

Teacher resources:

An infographic about concession sales

Research about concession sales

For a more interesting debate, pull up a local sports team and find out their cost of parking and a few of their items for sale in the concession stand. This could be an incredible discussion.  If you attempt this with your students, I would sincerely appreciate a comment, tweet, or email that explains what you did with it, what you would change, and how it went. Thank you!

Would You Rather…

Coupon % vs $

Use a coupon worth
$20 off your entire purchase
20% off your entire purchase?

h/t @ddmeyer

Whichever option you choose, justify your reasoning with mathematics.

As a follow-up to this, there could be a conversation around when it would be worth it to take the 20% coupon. What if it was a 30% coupon? Where is the breaking point?

To extend this even further as a full lesson around percent markup and discount, Dan has done some extensive work on the lesson design.

Would You Rather…

Untitled drawing (1)


Shake Mix A for $23


Shake Mix B for $110?

Whichever answer you choose, justify your reasoning with mathematics.

To extend this conversation, it would be fun to ask the students follow-up questions:

What other information would you like to know about Shake A and/or Shake B?

How would that information influence your decision?

Links to the shake labels:

Shake Mix A

Shake Mix B

There are plenty of examples of protein shake labels on the Internet.  I would be encouraged to make this a part of a lesson that analyzes nutrition labels, regardless of whether or not my students were drinking protein shakes.  There is a HUGE market for them and students certainly know someone who is enamored with shakes for one reason or another.