## [3ACTS] Dueling Discounts

Ask your students to write down which one they'd use. Some students will assume you should always use \$20 off. Others will assume you should always use 20% off. Still others will (rightly) understand that it depends on the cost of the item you're buying.

Our goal here is to get all of those responses on paper, emptied out of the students' head. If one student in the class blurts out "It depends!" we'll lose a lot of the interesting and productive preconceptions lurking about.

Take a show of hands. Ideally you'll find some disagreement. At this point, students should try to convince each other of their position.

Offer the material from act two here: a bunch of items that will test out their hypotheses.

Once we reach the understanding that it's better to take a percentage off the large expensive items and better to use the fixed value with the small cheap items, it might seem natural to ask:

Where's the break-even point? Where do cheap items become expensive items? For what dollar cost should you use one coupon versus the other?

Then generalize some more:

If the coupons read "x% off" and "\$x off", where is the break-even point? Does your answer work for every x?

BTW. There's a perplexing little pile of coupons assembling at 101questions right now. Great work, everybody.

Featured Comment

“If you are allowed to apply one coupon, and then the other on a purchase, does it matter in which order you apply them?” is also a really nice question.

Mary Hillman

You need to be careful in your use of “small” and “large.” An iPod is small (yet expensive) compared to a large bouncy ball (inexpensive).

### 14 Responses to “[3ACTS] Dueling Discounts”

1. on 12 Mar 2013 at 8:36 amKate Nowak

“If you are allowed to apply one coupon, and then the other on a purchase, does it matter in which order you apply them?” is also a really nice question.

2. on 12 Mar 2013 at 8:46 amChris Hunter

Agreed, Kate. Scott Keltner has a great post on this question and composition of functions. Worked very well with a group of teachers at a pro-d workshop.

http://scottkeltner.weebly.com/1/post/2012/12/coupon-composition-just-in-time-for-the-holidays.html

3. on 12 Mar 2013 at 10:03 amDavid Wees

Here another idea on how to extend this. Create another picture and replace 20 with x, and see if students can work out the same comparisons with variables (ie. if x = 100, you are always better off choosing the percent discount, assuming that no stores will ever give you money back on a discount).

4. on 12 Mar 2013 at 12:17 pmNorma Gordon

Which coupon coupon might a store let you use multiple times on the same item? Which one would they not?
If you could use multiple coupons, what is the minimum number/combination of coupon for a free item?

5. on 12 Mar 2013 at 12:40 pmDan Meyer

You guys should add these awesome questions to the question page.

6. on 12 Mar 2013 at 1:03 pmNorma Gordon

Done – but a challenge to shorten the # of characters!

7. on 13 Mar 2013 at 2:27 amMary Hillmann

“Once we reach the understanding that it’s better to take a percentage off the large items and better to use the fixed value with the small items…”

You need to be careful in your use of “small” and “large.” An iPod is small (yet expensive) compared to a large bouncy ball (inexpensive).

8. on 13 Mar 2013 at 2:32 amJulie Reulbach

This will be great to do if we have extra time after the double stuffed Oreos question in math club today. Thanks Dan! Keep them coming. You all are making my job super easy (and fun) these days! :)

9. on 13 Mar 2013 at 3:41 amDan Meyer

@Mary, good tip. I’ve amended the post.

10. on 13 Mar 2013 at 4:56 amMike

Another interesting component that could be integrated is taxes. Is it cheaper to discount before or after taxes? Does it matter? Showing this algebraically is a good exercise.

11. on 13 Mar 2013 at 10:04 amSean

Fantastic work here.

So I’m thinking of a kid who gets it, and says something like:

“At \$100, they’re the same. Anything less that that, go with \$20 off, anything more go with 20% off.”

And I think someone like Bret Victor is pretty satisfied with this student’s response. Are you?

What are the actual advantages to making the student represent this symbolically as x – 20 = x – .2x?

You’ve written before (and quoted Einstein I think?) that the formulating of a problem can more important than the solution to it. I wonder, though, about the kid who first solves this problem, next generalizes (“\$100 is always the break-even point”), but gets stuck at modeling it algebraically and even more stuck trying to manipulate whatever it is he’s modeled.

12. on 13 Mar 2013 at 2:06 pmDan Meyer

Sean:

What are the actual advantages to making the student represent this symbolically as x – 20 = x – .2x?

For students comfortable with that level of abstraction, the equation is faster than guessing and checking for the break-even point.

And I think someone like Bret Victor is pretty satisfied with this student’s response. Are you?