Quadratic modeling problems are commonplace in high school mathematics courses; they typically situate quadratic patterns of change and their corresponding parabolic graph within real-world contexts. Traditional approaches to this type of problem lend themselves to making connections across different representations (e.g., Garofalo and Trinter 2012). In this article, the author offers a quadratic modeling problem situated within the context of a school fundraiser to offer a fresh perspective on mathematical representations and think about the opportunities afforded to students when multiple forms of a single representation are allowed to surface when working with quadratic functions. More specifically, the author explores representations in two ways: (1) drawing connections across tables, graphs, equations, and verbal representations; and (2) doing so within a single representation (e.g., a table).