Chicken Wings and Math

This hilarious Twitter post just went viral and shows kids (and adults) why we need math. After seeing the post, I started thinking how could we incorporate this into a math lesson, because clearly we need some simplifying or justification on what is going on here. If you read this article┬áin Today, you can see several other mathematicians are thinking the same thing. What’s the deal with the 25th wing? According to the menu, each wing costs either $1.10 or $1.15 (why is it sometimes more?) until the 25th wing, and that one is only $0.55…but the 26th is back to $1.15…?! The internet reacted and “there’s gotta be a better way to convey this information!”

WingsSo, teachers, we could use this as a lesson to talk about so many standards!! I’m thinking in just Algebra I there are several. For example, TEKS A.3B, rate of change. Is it constant? Should it be if I’m buying multiple wings? When does it change? TEKS A.2A, domain and range. Is the information discrete or continuous? Why? What’s the least amount of wings and most? And that scale…it was going up by 1’s, then 5’s, then 10’s, then what? Can I even a certain amount like 55 wings? A.2C, writing linear equations from a verbal description. But it’s not linear, so maybe we need A.4A and A.4c to look at correlation coefficient and writing equations from data. Whew. I think this could definitely apply to all levels of math-elementary, middle, high, college! Let me know if try it out and what your kids think.

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