SUPERMARKET MATH
 

Purpose: To practice basic marketing math skills

Location:  Local supermarket (secure permission first)

Materials: None

Time: Two blocked class periods – one for field trip, one for write ups and presentations

Procedure:

• Review vocabulary
• Cut scavenger hunt math assignments up individually, fold, and place in a bowl
• Have students draw two assignments
• Discuss project expectations and desired “field trip” behavior
• Upon return, students should write up findings and present to class

Vocabulary

• Bounce pattern – the controlled movement of shoppers down an aisle
• Continuity offer – a special offer that requires repeated trips to the store
• Coupons – often used to introduce a new product
• Demand items – basic foods shoppers need and thus seek out
• End aisle display – displays of merchandise attractively arranged at the ends of aisles
• Facing – a single width of a product on the shelf
• Fill-in shopping – shopper needs to buy or two needed items
• Impulse buys  - unplanned purchases
• Layered merchandise – moving product up or down on the shelf to increase or decrease the speed at which they sell
• Loss leaders – sale items sold at such a low price the store makes very little profit or actually loses money
• Multiple pricing – items priced in quantity lots
• POP – point of purchase displays
• Power of the perimeter – the theory that stores earn the highest profits from the departments around the outer wall
• Shelf talkers – small signs on shelves with simple selling messages
• Store brand – a brand sold only in one store or chain of stores
• Tie in – two items that “tie” together often sold next to each other.  Often one is on sale, the other is not
• Tumble or dump display – food “piled” into a basket or cart 
• Unit pricing – shelf tags showing prices per ounce, per piece, etc.

Scavenger Hunt

• Compare the price of regular popcorn (kernels) with that of microwave popcorn on a per pound basis.
• Compare the price of instant rice with regular rice on a per pound basis.  Estimate how much time instant rice saves over regular rice.
• Compare the price of orange juice (not orange drink) in a carton or jar with orange juice made from frozen concentrate.  Compare prices based on an eight ounce serving.
• Compare the price of fresh fish with frozen fish sticks on a per pound basis.
• Draw a map of a local supermarket showing you know the meaning  of the phrase “the power of the perimeter.”
• Find an example of aseptic packaging.  “Dissect” a package and explain to the class what is it made of.
• Prepare a list of fifteen common grocery store items.  Compare prices for these items in three stores.  What does the total bill in each store for the fifteen items tell you about supermarket pricing?
• Select a popular local supermarket.  Study its produce department and describe three merchandising techniques it uses to increase sales.
• Select a popular local supermarket.  Study its meat department and describe three merchandising techniques it uses to increase sales.
• Visit three local supermarkets.  Note where the dairy section is located and explain why.
• Clip three food coupons from your local newspaper.  Find the items in a grocery store and note the prices.  Compare the other brands (especially store brands) and decide if the coupons savings are (a) real and significant, (b) insignificant, (c) an illusion
• Find an example of three brands of any food item in packages that make price comparisons almost impossible.
• Use unit pricing in a local supermarket to find a product in which you actually spend more per unit when you buy a larger size.
• Select a local supermarket.  Note its prices for three non-food items;  a national brand of toothpaste, a national brand of hair spray, and a national brand of batteries.  Compare these prices with the same items in two other stores that are not supermarkets.  What can you conclude from your comparison?
• Study the detergent section in your local supermarket.  Find out which companies are behind the brand names.  Estimate what percentage of shelf space is controlled by the two leading companies.
• Study the soft drink section in your local supermarket.  Find out which companies are behind the brand names.  Estimate what percentage of shelf (or floor) space is controlled by the two leading companies.
• Study the cereal display in your local supermarket.  Which companies control most of the shelf space?  List the brands made by any one company.
• Walk the inner aisles of a larger local supermarket.  How many “shelf talkers” can you find?  What is the most common message?
• Find three brands of the same food in packages that appear to be the same size but contain different amounts of food.
• Find an example of a tie-in display.  Describe the display.  Is one item on sale, both items, or neither?
• Use unit pricing to find the largest spread per square foot in the paper towel section.  Give prices and brand names.
• Find an example of a large package with very little food content.  In other words, illustrate overpackaging.
• Find a local supermarket with a high quality house brand.  Compare prices of three store brand items with the same foods in national brands .  How do they compare in quality and price?
• Find an example of a tumble or dump display.  Is the price greatly reduced, slightly reduced, or the same as always?

Kimberly S. Greear
St. Paul High School