### MONEY PROBLEM SOLVING KS2 NRICH

Sealed Solution Age 7 to 11 Challenge Level: These upper primary tasks all specifically draw on the use of visualising. How could he have put them into three piles so that the total in each pile was 15? In this article, Jennie suggests that we can support this process in three principal ways. Vera is shopping at a market with these coins in her purse.

A garrison of men has just enough bread What is the smallest number of coins needed to make up 12 dollars and 83 cents? Age 7 to 11 Challenge Level: You have an unlimited number of each of these stamps. Which things could she give exactly the right amount for? A class shop can be seen as an opportunity for children to use money, and buy and sell objects.

Weekly Problem 40 – A class raises money for charity by placing 10p pieces edge to edge in a ‘silver line’. How much is the chocolate bar?

What numbers could be inside the envelopes? How much money did the pensioner have before being robbed? An adult might say, ‘I’ve brought you some mmoney. Money Bags Age 5 to 11 Challenge Level: There are five different values of coins.

Ben has five coins in his pocket. After 2n plays he has won exactly n times.

## 138 Matches for money

This feature draws together tasks which give learners opportunities to reason for different purposes. Use the computer to model an epidemic. If they have not as the research would suggest we are most probably about to introduce confusion to the child as well. The tasks in this collection encourage upper primary children to conjecture and generalise.

DISSERTATION HUBERT WALTL

Finding Fifteen Age 7 to 11 Challenge Level: Roll two red dice and a green dice. How could they do this? This task combines spatial awareness with addition and multiplication. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

The tasks in this collection encourage children to create, recognise, extend and explain number patterns.

## The Puzzling Sweet Shop

Addition and Subtraction KS2. How many ounces of bread a day must each man in the garrison be allowed, to hold out The concept of a monetary value of an object is not one with which most young children are familiar. A mother wants to share a sum of money by giving each of her children in turn a lump sum plus a fraction of the remainder. Add the two numbers on the red dice and take away the number on the green.

THESIS NG MAAGANG PAGBUBUNTIS

He could then pay any sum of money from 1p to 15p without opening any bag. The use of digits was not widely used until about the age of seven or eight. Look at three ‘next door neighbours’ amongst the counting numbers.

She bought four times as many pens as pencils and was given 40p change.

Which of these pocket money systems would you rather have? We have to understand the concepts of addition grouping things together and subtraction splitting things apart. How much money might he have? The upper primary tasks in this collection could each be solved by working backwards. Fifteen Cards Age 7 to 11 Challenge Level: Go through the maze, collecting and losing your rnich as you go.

# Money Problems? :

Register for our mailing list. This article, written for primary teachers, discusses what we mean by ‘problem-solving skills’ and draws attention to NRICH tasks which can help develop specific skills.

George needs js2 more and Jim need 50p more to buy it.