money problem solving year 3

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Solving Problems - Money (Year 3)

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Solving problems with money is part of KS2 Maths. In Year Three, you'll do fun things like turning pounds into pence and figuring out change. Add, subtract, multiply, and divide different coins – like 50p, 20p, 20p, and 10p make £1!

Money maths means knowing pence and pounds. Practice adding and subtracting coins. Real-life problems help you use maths for shopping! Adding and multiplying are super useful. Understanding money is super important!

Do you know all the coins? Can you get the right change at the shop? Take a quiz to see how good you are at solving real-life money problems!

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Free Printable Money Word Problems Worksheets for 3rd Year

Money Word Problems: Discover a collection of free printable worksheets for Year 3 math teachers, focusing on real-life scenarios involving money. Enhance your students' problem-solving skills and understanding of financial concepts.

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Explore printable Money Word Problems worksheets for 3rd Year

Money Word Problems worksheets for Year 3 are an excellent resource for teachers looking to help their students develop a strong foundation in math. These worksheets provide a variety of engaging and challenging math word problems that focus on money-related scenarios, such as calculating change, comparing prices, and determining the total cost of items. By incorporating these worksheets into their lesson plans, teachers can ensure that their Year 3 students are not only improving their math skills but also learning valuable real-life applications. With a wide range of problems to choose from, these Money Word Problems worksheets for Year 3 are a must-have tool for any teacher looking to enhance their students' understanding of math concepts.

Quizizz, a popular online platform for creating and sharing interactive quizzes, offers a variety of resources for teachers, including Money Word Problems worksheets for Year 3. By utilizing Quizizz, teachers can easily incorporate these worksheets into their lessons, allowing students to practice their math skills in a fun and engaging way. In addition to the worksheets, Quizizz also offers a vast library of other educational content, such as quizzes, flashcards, and presentations, covering a wide range of subjects and grade levels. This makes it an invaluable resource for teachers looking to diversify their teaching methods and provide their Year 3 students with a well-rounded education. With Quizizz, teachers can rest assured that they are providing their students with the best possible tools to succeed in their math education.

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Year 3 Money Worksheets Counting Money up to £5

Welcome to our Year 3 Money Worksheets page. Here you will find our selection of printable money worksheets to help your child learn to count and compare uk money amounts up to £5.

There are a range of different activities on this page from counting money amounts, to comparing and matching coins.

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• Comparing Money up to £5 Worksheets
• Money Matching up to £5 Worksheets
• Counting Money up to £5 Worksheets
• Easier/Harder UK Money Worksheets
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Counting Money up to £5 Online Quiz

Year 3 money learning.

Knowing how to handle and calculate with money is a very important life-skill.

During Year 3, children build on their knowledge and skills they have achieved during Year 2.

By the time children reach the end of Year 3, they should be able to:-

• use decimal notation for amounts of money, e.g. £3.27
• change amounts in £ to amounts in pence and back;
• count money up to £10;
• calculate change for amounts of money up to £1 mentally;
• solve simple problems involving money;
• use informal methods to add and subtract money amounts in £ and pence.

Our worksheets will support your child with these objectives.

Year 3 Money Worksheets

Counting money up to £5.

The following worksheets involve learning to count and compare money amounts up to £5 using all the coins from the £2 coin to the 1p coin.

The worksheets are at national curriculum level 3 and suitable for children in Year 3, and more able children in Year 2.

An answer sheet is available for each worksheet provided.

The worksheets in this section are carefully graded, allowing you to introduce concepts at an easier level before introducing harder work.

Using the sheets in this section will help your child to:

• count money in coins up to £5;
• compare money amounts;
• use the > , < and = symbols correctly.

All the Year 3 Money worksheets in this section will help your child to become more confident with counting and working with money.

Comparing Money Amounts to £5

These sheets involve comparing two amounts of money and then using the > , < and = symbol correctly to describe the relationship.

• Who Has Most? to £5 Sheet 1
• PDF version
• Who Has Most? to £5 Sheet 2
• Who Has Most? to £5 Sheet 3

Money Matching Amounts to £5

These sheets involve matching sets of coins to their totals.

• Money Match to £5 Sheet 1
• Money Match to £5 Sheet 2

Counting Money Sheets to £5

These Year 3 Money worksheets involve counting money amounts up to £5.

• Counting Money to £5 Sheet 1
• Counting Money to £5 Sheet 2
• Counting Money to £5 Sheet 3
• Counting Money to £5 Sheet 4

Looking for something easier?

Try some of our easier UK money worksheets at the Math Salamanders!

The sheets on the webpage below are at a simpler level than those here.

They involve counting up money amounts to £1, and counting coins with the same value.

• Free UK Money Worksheets Coins up to £1
• Free Counting UK Money Worksheets Coins

Looking for somethings harder?

Why not try some of our UK money challenges?

In our Money Challenge section you will find a lot of printable money challenges that you can use with your child.

Once children have mastered the basics of counting money amounts and know their coins, they are ready for a higher level of challenge.

The Money Challenges will help your child consolidate their money learning so far, and extend it further with some open-ended challenges.

Using these challenges will help your child to:

• apply their existing skills to solve problems;
• develop their problem solving and thinking skills.
• Year 3 Money Challenges
• Year 4 Money Challenges

More Recommended Math Worksheets

Take a look at some more of our worksheets similar to these.

Money Puzzles

If you are looking for some fun money puzzles to try out with your child, or your students, then look no further.

Using these money puzzles will help your child to develop their money skills and their problem solving skills at the same time.

The puzzles are mainly geared towards children in Years 3 and 4.

There are a range of sheets suitable for a range of abilities.

Using the link below will open the 2nd-grade-math-salamanders site in a new window.

• Money Riddles for Kids (UK coins)
• Counting Money Games

Here is our collection of counting money games for kids.

All of these games are suitable for kids aged from 1st grade and upwards.

Playing games is a great way to practice math skills in a fun way. Games also help to develop reasoning, thinking and memory.

Randomly Generated Money Worksheets

Here you will find our random generator to create your very own money worksheets.

You can choose what value you wish go up to, and whether you want to add or subtract money amounts.

You can choose the number of questions you would like, as well as printing off answer sheets.

This generator will create money fact problems set out horizontally.

• Money Worksheets (random)

This generator will create money addition worksheets set out in columns.

• Adding Money Worksheets (random)

This generator will create money subtraction worksheets set out in columns.

• Subtracting Money Worksheets (random)

Our quizzes have been created using Google Forms.

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This quick quiz tests your knowledge and skill at counting money up to £5 using a range of different coins.

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Year 3 Money and Coins Worksheets

Subject: Mathematics

Age range: 7-11

Resource type: Worksheet/Activity

Last updated

4 June 2022

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This resource contains two worksheets on coins, counting money and coin values.

You may also be interested in:

Year 3 Money 50 Page Workbook

This workbook has been designed to support the delivery of the White Rose Maths (WRM) small steps scheme of work for Year 3 Money - Spring Term - Week 4.

The worksheets have been designed to enable pupils to achieve the following learning outcomes:

To recognise and know the value of different denominations of coins and notes. To recognise and use symbols for pounds (£) and pence §. To combine coins and notes to make a particular value. To add up coins/notes to find their total value. To find different combinations of coins that equal the same amounts of money. To select the correct coins to pay for items. To solve word problems involving amounts of money.

Year 3 Money Spring Term PowerPoint Lesson

Save money and buy both resources at a discounted rate:

Year 3 Money - Spring Term - PowerPoint Lesson and Worksheets

More Year 3 Maths Resources

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25 Money Word Problems for Year 2 to Year 6 With Tips On Supporting Pupils’ Progress

Emma Johnson

Word problems with money are first introduced in the Maths Curriculum in Year 2. At this stage, children learn to recognise the different coins and the symbols for pounds and pence; find different combinations of coins and begin to solve simple addition and subtraction word problems.

As pupils progress through primary, they continue to encounter money and word problems involving money, right through to upper Key Stage 2. By Year 6 money is no longer specifically identified in the curriculum. However, pupils continue to be exposed to money word problems, through a range of mathematical concepts and word problems including: addition and subtraction word problems , division word problems , multiplication word problems decimals, fractions, percentages, ratio and algebra.

Money word problems in Year 2

Money word problems in year 3, money word problems in year 4, money word problems in year 5, money word problems in year 6.

• Why are word problems important for children’s understanding of money

How to teach money word problem solving in primary school

Money word problems for year 2, money word problems for year 3, money word problems for year 4, money word problems for year 5, money word problems for year 6, more word problems resources.

When children are first introduced to money problems, it is important for them to physically have the money to hold and manipulate, to help solve the problems. As students progress through the school, there is less of a need to have the money physically in their hands. Once they have built confidence in using written calculation methods, they are able to solve more complex problems involving money.

All Kinds of Word Problems

Download this free pack of word problems covering a wide range of maths topics. Perfect for developing your class' problem solving skills!

Children benefit from regular exposure to word problems, alongside any fluency work they are doing. To help you with this, we have put together a collection of 25 money word problems, which can be used with pupils from Year 2 to Year 6.

Children are also exposed to money word problems in Third Space Learning’s online one-to-one tutoring programmes. Adapted to the needs of each individual students, our programmes help to build maths skills and grow confidence in our young mathematicians.

Money word problems in the national curriculum

In Year 2, pupils are introduced to the different coins; learn the symbols for pounds and pence and combine amounts to make a particular value. They work on simple problems in a practical context involving addition word problems , and subtraction word problems of money of the same unit, including giving change.

Pupils in Year 3 continue to build on their understanding of money and its use in a practical context. They progress from adding and subtracting money of the same unit, to working with both pounds and pence; adding and subtracting amounts and giving change. Pupils in Year 3 start to solve simple 2-step calculations, by finding totals and working out how much change would be given.

In Year 4, the curriculum no longer mentions money under measures, but pupils continue to work with money through fractions and decimals. At this stage, pupils are expected to solve simple measures and money problems involving fractions and decimals to two decimal places.

Pupils in Year 5 are becoming more confident with the formal written methods for the four operations and are exposed to money word problems involving all four. They also continue to build on the knowledge of fractions and decimals and are first introduced to percentages through a range of word problems.

By Year 6, money is no longer explicitly mentioned in the curriculum, however pupils are exposed to word problems across a range of concepts, including: the four operations, fractions, decimals and percentage word problems , ratio word problems and algebra.

Why are word problems important for children’s understanding of money

Word problems are essential to children’s understanding of money, because they enable students to use money in a range of contexts they will be using in real-life. Confidence with money is a key life skill and it is important children have plenty of exposure to using it in a wide range of contexts. Money problems give children the opportunity to utilise the skills they have learnt in the maths lessons and put them into context, in a situation they understand and can relate to.

Pupils need to be taught the skills needed to solve word problems. It is essential they understand the importance of reading questions carefully, making sure they fully understand what is being asked. They then need to identify which calculation is required and whether there are any concrete resources or pictorial representations they can use to help them, alongside the coins, such as place value counters and bar models.

Here is an example:

An adult’s ticket to the water park costs £15.50, whilst a children’s ticket cost £9.50.

How much would it cost for 2 adults and 2 children to visit the water park and how much change would they get from £100?

How to solve:

What do you already know?

• We know that an adult ticket costs £15.50 and a child ticket costs £9.50.
• To calculate the cost of both adults, we are going to need to multiply the £15.50 by 2, or add £15.50 and £15.50.
• We will also need to do the same with the child’s ticket, costing £9.50.
• Once we have calculated the total cost of both adults and both children, we’ll need to add these answers together, to establish the total cost for the whole family.
• To calculate the amount of money from £100, we will need to subtract the total cost for the family from £100.

How can this be represented pictorially?

• We can draw bar models to represent the cost of the adult tickets, child tickets and the total for the family.
• We can then use the answer from the third bar model to represent finding how much change from £100.
• We can see from these bar models that there would be £50 left once the family had paid to enter the waterpark.

Money word problems in Year 2 require students to recognise coins and use the symbols for pounds and pence. Children solve real world problems –  finding totals and calculating change when working with the same unit (pounds or pence). 

Mason buys a pen for 14p and a rubber for 8p. How much does he spend altogether?

Answer: 22p

14 + 8 = 22

Maisie gets 20p from the tooth fairy. She already had 16p.

How much does she have now?

Answer: 36p

20 + 16 = 36

Maisie has 3 coins.

She has 16p in total.

Which 3 coins must she have?

Answer: 10p, 5p and 1p

10 + 5 + 1 = 16

Maryam spends 28p on a bag of sweets.

She gets 12p change.

How much did she pay for the bag of sweets?

Answer: 40p

28 + 12 = 40p

Hamza has two 20p coins.

He buys a chocolate bar for 30p.

How much change does he get?

Answer: 10p change

20 + 20 = 40

40 – 30 = 10

Word problems for year 3 build upon the knowledge from year 2,  solving word problems involving both pounds and pence together and calculating change. At this stage, children should be using decimal notation for amounts of money and using both formal and informal methods to add and subtract money amounts in pounds and pence.

(Pictures of 1p, 5p, 10p, 20p, 50p and £1 coins here)

Jamie has the coins above in his wallet. If he takes out 3 coins, what is the highest amount he could take out of his wallet?

Answer: £1.70

£1 + 50p + 20p

Noah buys 2 chocolate bars for £1.35 each and a packet of crisps for 45p.

How much does he spend altogether?

Answer: £3.15

1.35 x 2 = 2.70

2.70 + 45 = 315

Tickets for the school fair are £1.50 for children and £2.50 for adults.

How much will it cost for family of 2 adults and 2 children to go to the fair?

1.50 x 2 = 3

2.50 x 2 = 5

Jackson buys 4 apples for 30p each and 2 bananas for 25p each.

30 x 4 = 120

25 x 2 = 50

120 + 50 = 170

Amaya had £10 to spend at a carboot sale.

She bought 2 books for £1.20 each and a pack of pens for £1.50,

How much money did she have left at the end?

Answer: £6.10

Children should be able to solve each part mentally, by adding the pounds and then the pence.

1.20 +1.20 = 2.40

2.40 + 1.50 = 3.90

To work out how much change Amaya would get, children can count up from £3.90 to £10.00. They will find this easier than subtracting £3.90 from £10.00.

10.00 – 3.90 = 6.10

With word problems for year 4 , pupils need to be able to order amounts of money, using rounding to estimate and calculate using the four operations. They also encounter money maths problems through other concepts, such as fractions.

Sam bought a T-shirt for £18.50 and a hoodie for £24.99. How much did he spend in total?

Answer: £43.49

Show as column method: 18.50 + 24.99 = 43.49

• Pizza: £2.99
• Burger: £2.50
• Hot dog: £1.80
• Fries: 1.25

Chloe took her best friend out to celebrate her birthday.

She bought a pizza, a burger and 2 portions of fries.

How much did she spend altogether?

Answer: £7.99

Show as column method:

2.99 + 2.50 = 5.49

1.25 x 2 = 2.50

5.59 + 2.50 = 7.99

Mason won £500 in a competition.

He decided to give ⅕ of the prize to his sister, ⅕ to his brother and ⅕ to his parents.

How much money did he keep for himself?

⅕ of 500 = 100

He gave ⅗ away and kept ⅖ for himself. ⅖ of 500 = 200

A school paid 4p for every worksheet printed out on the photocopier

Teachers printed out 560 maths worksheets in one week.

How much did the school spend, printing out the worksheets?

Answer: £22.40

560 x 4 = 2240

2240p = £22.40

Sara had £100 to spend on clothes. 

She bought a pair of jeans for £44.50 and a top for £35.99

How much money did Sara have left?

Answer: £19.51

44.50 + 35.99 = 80.49

100 – 80.49 = 19.51

Word problems for year 5 include the four operations, but with larger numbers than pupils were working with in Lower Key Stage 2. They are also presented to students through fraction word problems , decimal and percentages topics 

Mr Smith spends £5,999 on a car and £3,899 on a caravan.

Answer: £9,898

Show as column addition:

5999 + 3899 = 9898

Oliver is saving to buy a laptop costing £1250.

He has saved ⅖ of the money he needs. How much more does he need to save to buy the laptop?

Answer: £750

⅕ = 1250 ÷ 5 = £250

Mason saves £9 every week, from carrying out jobs around the house.

He is saving to buy a new phone, costing £370.

How many weeks will it take him to save enough money to buy the phone?

Answer: Mason will need to save for 42 weeks

Show as bus stop division: 370 ÷ 9  =   41 r1

Amber is at the fun fair.

Her favourite ride costs £2.75. She goes on that 5 times and buys a packet of doughnuts for £1.80.

If she had £20 to spend, how much money does she have left at the end?

Answer: £4.45

2.75 x 5 = 13.75

13.75 + 1.80 = £15.55

20.00 – 15.55 = 4.45

Jemma is calculating how much it will cost her to buy party bags for all the friends who come to her party.

Each party bag costs £3.75 and she has 9 friends coming to her party.

How much will she need to pay for the 9 party bags in total?

Answer: £33.75

Show as column multiplication: 3.75 x 9 = 33.75

With word problems for year 6 , pupils encounter multi-step word problems and those involving larger amounts of money and cover a range of concepts, including: the 4 operations, fractions, decimals, percentages, ratio and algebra. Money word problems are often included in the KS2 reasoning SATs papers.

Mr and Mrs Jackson are buying a new house. 

The house costs £425,999 to buy and they have a deposit of £84,000 from the sale of their last house.

How much more will they have to borrow, to be able to buy the house?

Answer: £341,999

425,999 – 84,000 = 341,999

The cost for all 90 Year 6 pupils to visit the outward bounds centre for the day is £2,430

How much does it cost per child?

Answer: £27

Show as long division:

2430 ÷ 90 = 27

A car decreases in value by 23% in one year. If it was worth £10,000 when it was bought. How much is it worth now?

Answer: £7,700

10% of 10,000 = £1,000

20% of £10,000 = £2000

1% of £10,000 = 100

3% of £10,000 = 300

10,000 – 2300 = 7,700

Mr Lampard was budgeting for the month,

He needed to pay: 

• £240 council tax
• £150 for gas and electricity
• £45 for water
• £38 for internet and phone line
• £125 petrol

After tax he earns £3200 per month.

How much does he have left over for food, social activities and saving.

Answer: £1802

Total spent:

800 + 240 + 150 + 45 + 38 + 125 = 1398

3200 – 1398 = 1802

£60 is shared between Abbie, Ben and Carly, as a ratio of 2:3:7

How much does each person get?

Answer: Abbie: £10, Ben: £15, Carly: £35

60 ÷ 12 = 5

Looking for more word problems on a range of topics? Take a look at our collection of time word problems .

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Australian Curriculum Mathematics V9 : AC9M3M06

Numeracy Progression : Understanding money: P4

At this level, students investigate the value of coins. They explore the relationships between dollars and cents and learn to represent money values in different ways.

Invite students to share what they know about different money systems. Provide time for them to play with and demonstrate their knowledge of Australian coins and notes. Explicitly connect the concept of number bonds up to 100 to the context of money and help them see that multiples of 5 and 10 are benchmark numbers when using cents when shopping.

Give regular opportunities to model representations using physical or virtual money. Support students to identify the total value of a coin collection, and to find equivalent values for a given collection. Connect concrete materials with mathematical recordings. For instance, students explain that $1.65 can be recorded as $1 + 50c + 10c + 5c or 50c + 50c + 50c + 5c + 5c + 5c. Provide problem-solving tasks such as: ‘How many ways can you represent $12.75?’

Make explicit the role of part-part-whole understanding when representing money amounts in multiple ways. Provide repeated opportunities to practise mental addition of coin values. Help students see that building habits of reasoning, such as verbalising strategies used to calculate ‘how much’ in a collection, will ultimately support precision.

Ensure students understand the ‘add on to find a difference’ strategy. Help them see the value of this method in contexts involving change. For instance, when a bill of $1.40 is paid for with a $2 coin, students can use the ‘add on to find a difference’ strategy to work out the expected change of 60 cents. They can then consider various ways in which the change could be delivered (e.g. 20c + 20c + 20c or 50c + 10c). 

Teaching and learning summary:

• Provide multiple opportunities to express and represent given money amounts in different ways.
• Encourage habits of reasoning to support precision when making money calculations.
• Apply addition and subtraction to contexts of shopping and calculating costs.

• recognise $1.00 is equal to 100 cents and describe a given money amount
• represent a given amount in multiple ways
• use addition strategies to work out a given amount
• find ‘the difference’ using coins when calculating change.

Some students may:

• not yet grasp that assigned money values don’t necessarily relate to size or colour. Hold regular conversations that build on existing knowledge of fairness. For instance, ask: Would it be fair for me to give you this 50 cent piece in exchange for two 20 cent pieces? Why / Why not?
• make a common place value error when making money calculations. For instance, they may describe 50c as 15c + 45c or as 35c + 25c. Have regular classroom talks using addition and subtraction problems such as 15 + 35, 25 + 35, 50 − 35, 70 − 25.
• use skip-counting by fives or tens to ‘count all’ when adding money amounts. For instance, when adding 45 cents and 15 cents they may count by fives starting from zero (5, 10, 15, 20, 25). Focus on building strategies such as identifying the larger number and trusting its value (e.g. start at 45) and using partitioning (e.g. think about 45 + 15 as 45 + 5 + 10. Or think of 45 + 15 as 40 + 15 + 5).

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention

• We are learning to make money amounts in different ways.

Why are we learning about this?

• Money is part of everyday life.
• Think about the value of dollars and cents. For example, if there are 100 cents in $1, how many cents in $3? What about $4? $4.50?
• Think about different ways to pay an amount of money. For example, if a bill comes to $3.50, we could use a $2 coin, a $1 coin and a 50c coin. What if we don’t have these exact coins? What other coin combinations can we use?
• See if you can pay in different ways. You could count up enough coins to pay for items at the vegetable shop. Or predict the change you will get from a $5 note. Then count the change and see if you got it right.
• See how many ways you can describe an amount of money. For example, $1.25 is $1 plus 25 cents. It is also 125 cents. It is also 25 cents more than $1 and 25 cents less than $1.50!
• Find out what kind of money some other countries use. What are the different denominations of notes and coins? What is the value of each note and coin?

Success criteria

• explain the relationship between dollars and cents
• use the relationship between dollars and cents to calculate costs and amount of change required
• describe money amounts in different ways.

Please note:  This site contains links to websites not controlled by the Australian Government or ESA. More information  here .

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Teaching strategies.

A collection of evidence-based teaching strategies applicable to this topic. Note we have not included an exhaustive list and acknowledge that some strategies such as differentiation apply to all topics. The selected teaching strategies are suggested as particularly relevant, however you may decide to include other strategies as well. 

Collaborative learning

For group work to be effective students need to be taught explicitly how to work together in different settings, such as pairs or larger groups, and they need to practise these skills.

Concrete, Representational, Abstract (CRA model)

The CRA model is a three-phased approach where students move from concrete or virtual manipulatives, to making visual representations and on to using symbolic notation.

Multiple exposures

Providing students with multiple opportunities within different contexts to practise skills and apply concepts allows them to consolidate and deepen their understanding.

Questioning

A culture of questioning should be encouraged and students should be comfortable to ask for clarification when they do not understand.

Classroom talks

Classroom talks enable students to develop language, build mathematical thinking skills and create mathematical meaning through collaborative conversations.

Teaching resources

A range of resources to support you to build your student's understanding of these concepts, their skills and procedures. The resources incorporate a variety of teaching strategies.

$100 or bust

Use this game to review and practise making simple money calculations using whole dollar amounts.

Australian coins and notes

Print images of Australian coins and notes to use in tasks that involve money.

Money think

Use these situations to invite reasoning about the value of different coins.

Money wall moments

This classroom talk will help build understanding and fluency with coins and their value over time.

Compare and contrast money values

Use this classroom talk to explore equivalence in money values.

How many ways with coins?

Use this lesson as a guide to conduct a number talk, to compare and contrast different representations of Australian coins.

Hidden coins

This problem-solving task provides an authentic context to apply knowledge of coins and their values.

Money marvels

In this unit, students explore different combinations of coins and dollars to make given totals.

Relevant assessment tasks and advice related to this topic.

By the end of Year 3, students are representing money values in different ways.

Assessment task: Trading money

Use this task to check student understanding of the value of coins.

Assessment task: Fruit shopping

Use this task to gauge student understanding of money at this level.

Or search by topic

Number and algebra

• The Number System and Place Value
• Calculations and Numerical Methods
• Fractions, Decimals, Percentages, Ratio and Proportion
• Properties of Numbers
• Patterns, Sequences and Structure
• Algebraic expressions, equations and formulae
• Coordinates, Functions and Graphs

Geometry and measure

• Angles, Polygons, and Geometrical Proof
• 3D Geometry, Shape and Space
• Measuring and calculating with units
• Transformations and constructions
• Pythagoras and Trigonometry
• Vectors and Matrices

Probability and statistics

• Handling, Processing and Representing Data
• Probability

Working mathematically

• Thinking mathematically
• Mathematical mindsets
• Cross-curricular contexts
• Physical and digital manipulatives

For younger learners

• Early Years Foundation Stage

Advanced mathematics

• Decision Mathematics and Combinatorics
• Advanced Probability and Statistics

Resources tagged with: Money

There are 24 NRICH Mathematical resources connected to Money , you may find related items under Measuring and calculating with units .

Fruity Pairs

Which two items of fruit could Kate and Sam choose? Can you order the prices from lowest to highest?

Planning a School Trip

You are organising a school trip and you need to write a letter to parents to let them know about the day. Use the cards to gather all the information you need.

How Much Did it Cost?

Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.

Your school has been left a million pounds in the will of an ex- pupil. What model of investment and spending would you use in order to ensure the best return on the money?

Plenty of Pens

Amy's mum had given her £2.50 to spend. She bought four times as many pens as pencils and was given 40p change. How many of each did she buy?

Ram divided 15 pennies among four small bags. He could then pay any sum of money from 1p to 15p without opening any bag. How many pennies did Ram put in each bag?

Oh for the Mathematics of Yesteryear

A garrison of 600 men has just enough bread ... but, with the news that the enemy was planning an attack... How many ounces of bread a day must each man in the garrison be allowed, to hold out 45 days against the siege of the enemy?

The Puzzling Sweet Shop

There were chews for 2p, mini eggs for 3p, Chocko bars for 5p and lollypops for 7p in the sweet shop. What could each of the children buy with their money?

Buying a Balloon

Lolla bought a balloon at the circus. She gave the clown six coins to pay for it. What could Lolla have paid for the balloon?

Ben has five coins in his pocket. How much money might he have?

Charitable Pennies

Investigate the different ways that fifteen schools could have given money in a charity fundraiser.

Money Line-up

In this game for two players, the aim is to make a row of four coins which total one dollar.

What is the smallest number of coins needed to make up 12 dollars and 83 cents?

2010: A Year of Investigations

This article for teachers suggests ideas for activities built around 10 and 2010.

At the Pumps

How will you find out how much a tank of petrol costs?

Five More Coins

Could Ben have any amount of money between 5p and £2 in his pocket if he has five coins?

The Money Maze

Go through the maze, collecting and losing your money as you go. Which route gives you the highest return? And the lowest?

History of Money

If you would like a new CD you would probably go into a shop and buy one using coins or notes. (You might need to do a bit of saving first!) However, this way of paying for the things you want did not always exist. Find out more ...

Money Problems?

Marion Bond investigates the skills needed in order for children to understand money.

Chocoholics

George and Jim want to buy a chocolate bar. George needs 2p more and Jim need 50p more to buy it. How much is the chocolate bar?

Roasting Old Chestnuts 4

For teachers. Yet more school maths from long ago-interest and percentages.

Here are the prices for 1st and 2nd class mail within the UK. You have an unlimited number of each of these stamps. Which stamps would you need to post a parcel weighing 825g?

Thirty Nine, Seventy Five

We have exactly 100 coins. There are five different values of coins. We have decided to buy a piece of computer software for 39.75. We have the correct money, not a penny more, not a penny less! Can you discover what the five different types of coins are worth and how many of each we have saved?

Christmas Shopping

Vera is shopping at a market with these coins in her purse. Which things could she give exactly the right amount for?

Problem solving money- year 3

NORHANIZA BINTI OSMAN

MONEY- PROBLEM SOLVING

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What Kamala Harris has said so far on key issues in her campaign

As she ramps up her nascent presidential campaign, Vice President Kamala Harris is revealing how she will address the key issues facing the nation.

In speeches and rallies, she has voiced support for continuing many of President Joe Biden’s measures, such as lowering drug costs , forgiving student loan debt and eliminating so-called junk fees. But Harris has made it clear that she has her own views on some key matters, particularly Israel’s treatment of Gazans in its war with Hamas.

In a departure from her presidential run in 2020, the Harris campaign has confirmed that she’s moved away from many of her more progressive stances, such as her interest in a single-payer health insurance system and a ban on fracking.

Harris is also expected to put her own stamp and style on matters ranging from abortion to the economy to immigration, as she aims to walk a fine line of taking credit for the administration’s accomplishments while not being jointly blamed by voters for its shortcomings.

Her early presidential campaign speeches have offered insights into her priorities, though she’s mainly voiced general talking points and has yet to release more nuanced plans. Like Biden, she intends to contrast her vision for America with that of former President Donald Trump. ( See Trump’s campaign promises here .)

“In this moment, I believe we face a choice between two different visions for our nation: one focused on the future, the other focused on the past,” she told members of the historically Black sorority Zeta Phi Beta at an event in Indianapolis in late July. “And with your support, I am fighting for our nation’s future.”

Here’s what we know about Harris’ views:

Harris took on the lead role of championing abortion rights for the administration after Roe v. Wade was overturned in June 2022. This past January, she started a “ reproductive freedoms tour ” to multiple states, including a stop in Minnesota thought to be the first by a sitting US president or vice president at an abortion clinic .

On abortion access, Harris embraced more progressive policies than Biden in the 2020 campaign, as a candidate criticizing his previous support for the Hyde Amendment , a measure that blocks federal funds from being used for most abortions.

Policy experts suggested that although Harris’ current policies on abortion and reproductive rights may not differ significantly from Biden’s, as a result of her national tour and her own focus on maternal health , she may be a stronger messenger.

High prices are a top concern for many Americans who are struggling to afford the cost of living after a spell of steep inflation. Many voters give Biden poor marks for his handling of the economy, and Harris may also face their wrath.

In her early campaign speeches, Harris has echoed many of the same themes as Biden, saying she wants to give Americans more opportunities to get ahead. She’s particularly concerned about making care – health care, child care, elder care and family leave – more affordable and available.

Harris promised at a late July rally to continue the Biden administration’s drive to eliminate so-called “junk fees” and to fully disclose all charges, such as for events, lodging and car rentals. In early August, the administration proposed a rule that would ban airlines from charging parents extra fees to have their kids sit next to them.

On day one, I will take on price gouging and bring down costs. We will ban more of those hidden fees and surprise late charges that banks and other companies use to pad their profits.”

Since becoming vice president, Harris has taken more moderate positions, but a look at her 2020 campaign promises reveals a more progressive bent than Biden.

As a senator and 2020 presidential candidate, Harris proposed providing middle-class and working families with a refundable tax credit of up to $6,000 a year (per couple) to help keep up with living expenses. Titled the LIFT the Middle Class Act, or Livable Incomes for Families Today, the measure would have cost at the time an estimated $3 trillion over 10 years.

Unlike a typical tax credit, the bill would allow taxpayers to receive the benefit – up to $500 – on a monthly basis so families don’t have to turn to payday loans with very high interest rates.

As a presidential candidate, Harris also advocated for raising the corporate income tax rate to 35%, where it was before the 2017 Tax Cuts and Jobs Act that Trump and congressional Republicans pushed through Congress reduced the rate to 21%. That’s higher than the 28% Biden has proposed.

Affordable housing was also on Harris’ radar. As a senator, she introduced the Rent Relief Act, which would establish a refundable tax credit for renters who annually spend more than 30% of their gross income on rent and utilities. The amount of the credit would range from 25% to 100% of the excess rent, depending on the renter’s income.

Harris called housing a human right and said in a 2019 news release on the bill that every American deserves to have basic security and dignity in their own home.

Consumer debt

Hefty debt loads, which weigh on people’s finances and hurt their ability to buy homes, get car loans or start small businesses, are also an area of interest to Harris.

As vice president, she has promoted the Biden administration’s initiatives on student debt, which have so far forgiven more than $168 billion for nearly 4.8 million borrowers . In mid-July, Harris said in a post on X that “nearly 950,000 public servants have benefitted” from student debt forgiveness, compared with only 7,000 when Biden was inaugurated.

A potential Harris administration could keep that momentum going – though some of Biden’s efforts have gotten tangled up in litigation, such as a program aimed at cutting monthly student loan payments for roughly 3 million borrowers enrolled in a repayment plan the administration implemented last year.

The vice president has also been a leader in the White House efforts to ban medical debt from credit reports, noting that those with medical debt are no less likely to repay a loan than those who don’t have unpaid medical bills.

In a late July statement praising North Carolina’s move to relieve the medical debt of about 2 million residents, Harris said that she is “committed to continuing to relieve the burden of medical debt and creating a future where every person has the opportunity to build wealth and thrive.”

Health care

Harris, who has had shifting stances on health care in the past, confirmed in late July through her campaign that she no longer supports a single-payer health care system .

During her 2020 campaign, Harris advocated for shifting the US to a government-backed health insurance system but stopped short of wanting to completely eliminate private insurance.

The measure called for transitioning to a Medicare-for-All-type system over 10 years but continuing to allow private insurance companies to offer Medicare plans.

The proposal would not have raised taxes on the middle class to pay for the coverage expansion. Instead, it would raise the needed funds by taxing Wall Street trades and transactions and changing the taxation of offshore corporate income.

When it comes to reducing drug costs, Harris previously proposed allowing the federal government to set “a fair price” for any drug sold at a cheaper price in any economically comparable country, including Canada, the United Kingdom, France, Japan or Australia. If manufacturers were found to be price gouging, the government could import their drugs from abroad or, in egregious cases, use its existing but never-used “march-in” authority to license a drug company’s patent to a rival that would produce the medication at a lower cost.

Harris has been a champion on climate and environmental justice for decades. As California’s attorney general, Harris sued big oil companies like BP and ConocoPhillips, and investigated Exxon Mobil for its role in climate change disinformation. While in the Senate, she sponsored the Green New Deal resolution.

During her 2020 campaign, she enthusiastically supported a ban on fracking — but a Harris campaign official said in late July that she no longer supports such a ban.

Fracking is the process of using liquid to free natural gas from rock formations – and the primary mode for extracting gas for energy in battleground Pennsylvania. During a September 2019 climate crisis town hall hosted by CNN, she said she would start “with what we can do on Day 1 around public lands.” She walked that back later when she became Biden’s running mate.

Biden has been the most pro-climate president in history, and climate advocates find Harris to be an exciting candidate in her own right. Democrats and climate activists are planning to campaign on the stark contrasts between Harris and Trump , who vowed to push America decisively back to fossil fuels, promising to unwind Biden’s climate and clean energy legacy and pull America out of its global climate commitments.

If elected, one of the biggest climate goals Harris would have to craft early in her administration is how much the US would reduce its climate pollution by 2035 – a requirement of the Paris climate agreement .

Immigration

Harris has quickly started trying to counter Trump’s attacks on her immigration record.

Her campaign released a video in late July citing Harris’ support for increasing the number of Border Patrol agents and Trump’s successful push to scuttle a bipartisan immigration deal that included some of the toughest border security measures in recent memory.

The vice president has changed her position on border control since her 2020 campaign, when she suggested that Democrats needed to “critically examine” the role of Immigration and Customs Enforcement, or ICE, after being asked whether she sided with those in the party arguing to abolish the department.

In June of this year, the White House announced a crackdown on asylum claims meant to continue reducing crossings at the US-Mexico border – a policy that Harris’ campaign manager, Julie Chavez Rodriguez, indicated in late July to CBS News would continue under a Harris administration.

Trump’s attacks stem from Biden having tasked Harris with overseeing diplomatic efforts in Central America in March 2021. While Harris focused on long-term fixes, the Department of Homeland Security remained responsible for overseeing border security.

She has only occasionally talked about her efforts as the situation along the US-Mexico border became a political vulnerability for Biden. But she put her own stamp on the administration’s efforts, engaging the private sector.

Harris pulled together the Partnership for Central America, which has acted as a liaison between companies and the US government. Her team and the partnership are closely coordinating on initiatives that have led to job creation in the region. Harris has also engaged directly with foreign leaders in the region.

Experts credit Harris’ ability to secure private-sector investments as her most visible action in the region to date but have cautioned about the long-term durability of those investments.

Israel-Hamas

The Israel-Hamas war is the most fraught foreign policy issue facing the country and has spurred a multitude of protests around the US since it began in October.

After meeting with Israeli Prime Minister Benjamin Netanyahu in late July, Harris gave a forceful and notable speech about the situation in Gaza.

We cannot look away in the face of these tragedies. We cannot allow ourselves to become numb to the suffering. And I will not be silent.”

Harris echoed Biden’s repeated comments about the “ironclad support” and “unwavering commitment” to Israel. The country has a right to defend itself, she said, while noting, “how it does so, matters.”

However, the empathy she expressed regarding the Palestinian plight and suffering was far more forceful than what Biden has said on the matter in recent months. Harris mentioned twice the “serious concern” she expressed to Netanyahu about the civilian deaths in Gaza, the humanitarian situation and destruction she called “catastrophic” and “devastating.”

She went on to describe “the images of dead children and desperate hungry people fleeing for safety, sometimes displaced for the second, third or fourth time.”

Harris emphasized the need to get the Israeli hostages back from Hamas captivity, naming the eight Israeli-American hostages – three of whom have been killed.

But when describing the ceasefire deal in the works, she didn’t highlight the hostage for prisoner exchange or aid to be let into Gaza. Instead, she singled out the fact that the deal stipulates the withdrawal by the Israeli military from populated areas in the first phase before withdrawing “entirely” from Gaza before “a permanent end to the hostilities.”

Harris didn’t preside over Netanyahu’s speech to Congress in late July, instead choosing to stick with a prescheduled trip to a sorority event in Indiana.

Harris is committed to supporting Ukraine in its fight against Russian aggression, having met with Ukrainian President Volodymyr Zelensky at least six times and announcing last month $1.5 billion for energy assistance, humanitarian needs and other aid for the war-torn country.

At the Munich Security Conference earlier this year, Harris said: “I will make clear President Joe Biden and I stand with Ukraine. In partnership with supportive, bipartisan majorities in both houses of the United States Congress, we will work to secure critical weapons and resources that Ukraine so badly needs. And let me be clear: The failure to do so would be a gift to Vladimir Putin.”

More broadly, NATO is central to our approach to global security. For President Biden and me, our sacred commitment to NATO remains ironclad. And I do believe, as I have said before, NATO is the greatest military alliance the world has ever known.”

Police funding

The Harris campaign has also walked back the “defund the police” sentiment that Harris voiced in 2020. What she meant is she supports being “tough and smart on crime,” Mitch Landrieu, national co-chair for the Harris campaign and former mayor of New Orleans, told CNN’s Pamela Brown in late July.

In the midst of nationwide 2020 protests sparked by George Floyd’s murder by a Minneapolis police officer, Harris voiced support for the “defund the police” movement, which argues for redirecting funds from law enforcement to social services. Throughout that summer, Harris supported the movement and called for demilitarizing police departments.

Democrats largely backed away from calls to defund the police after Republicans attempted to tie the movement to increases in crime during the 2022 midterm elections.

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Breaking’s Olympic Debut

A sport’s journey from the streets of new york all the way to the paris games..

Hosted by Sabrina Tavernise

Featuring Jonathan Abrams

Produced by Sydney Harper Luke Vander Ploeg Shannon M. Lin and Will Reid

Edited by Lexie Diao MJ Davis Lin and Ben Calhoun

Original music by Dan Powell Marion Lozano and Diane Wong

Engineered by Alyssa Moxley

Listen and follow The Daily Apple Podcasts | Spotify | Amazon Music | YouTube

More than 50 years after its inception, “breaking” — not “break dancing,” a term coined by the media and disdained by practitioners — will debut as an Olympic sport.

Jonathan Abrams, who writes about the intersection of sports and culture, explains how breaking’s big moment came about.

On today’s episode

Jonathan Abrams , a Times reporter covering national culture news.

Background reading

The Olympic battles in breaking will be a watershed moment for a dance form conceived and cultivated by Black and Hispanic youth in the Bronx during the 1970s.

Breakers are grappling with hip-hop’s Olympic moment. Will their art translate into sport?

There are a lot of ways to listen to The Daily. Here’s how.

We aim to make transcripts available the next workday after an episode’s publication. You can find them at the top of the page.

The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Michael Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly. Special thanks to Sam Dolnick, Paula Szuchman, Lisa Tobin, Larissa Anderson, Julia Simon, Sofia Milan, Mahima Chablani, Elizabeth Davis-Moorer, Jeffrey Miranda, Maddy Masiello, Isabella Anderson, Nina Lassam and Nick Pitman.

Jonathan Abrams writes about the intersections of sports and culture and the changing cultural scenes in the South. More about Jonathan Abrams

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