maths problem solving with money

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Common Core - State Standards Initiative

Students will absolutely need to know how to handle money in their daily lives. Math Games is here to make sure that happens! Our free educational games motivate kids to hone and develop this skill by combining instructional tools with competitive fun.

Our games can be played on computers and mobile devices, and we offer other free resources (such as printable worksheets) to facilitate math review inside and outside the classroom. Pupils can use our tools to practice:

• Counting and understanding money values
• Adding and subtracting money
• Making change and interpreting price lists
• Calculating tips, markups, discounts and commission
• Understanding simple and compound interest

With Math Games, pupils complete tasks that are specially tailored to their individual abilities and grade level, and get to have a blast in the process! Choose a skill to start playing now.

Money Worksheets

Welcome to the money worksheets page at Math-Drills.com where you will not be short-changed! This page includes Money worksheets for counting coins and for operations with Dollars, Euros, and Pounds.

Students encounter money early on, and they must be able to manage it themselves in their everyday lives and into adulthood. There are many activities that you can do related to counting, adding, and subtracting money, so save some coins or purchase some play money to complete some of the activities on the money math worksheets below.

The policies of the United States Mint and the European Central Bank allow us to use their coin images on our worksheets. The Canadian coin images are used with permission from the Royal Canadian Mint. Permission to use Australian currency coin designs was obtained from the Royal Australian Mint.

Most Popular Money Worksheets this Week

Counting Coins Worksheets

This is a great place to start with younger students as they are likely to encounter coins before they encounter too many bills. Including children in money transactions helps them to develop important money management skills and has benefits in other math topics such as fractions.

Until everyone starts paying with their smart phones and microchips in their fingers, coins are still a thing. The U.S. Mint still makes billions of coins every year and children will probably encounter them very early on in their life. Knowing how much money you have in coins can be accomplished with a coin counting machine, or it can be accomplished with some mental math.

• Counting U.S. Coins Counting U.S. Coins Counting U.S. Coins including Half and One Dollar Coins Counting Small Collections of U.S. Coins Counting Small Collections of U.S. Coins including Half and One Dollar Coins
• Counting Sorted U.S. Coins Counting Sorted U.S. Coins Counting Small Collections of Sorted U.S. Coins
• Counting Canadian Coins Counting Canadian Coins Counting Canadian Coins (No $) Counting Small Collections of Canadian Coins Counting Small Collections of Can. Coins (No $) Counting Canadian Coins Including 50 Cent Pieces
• Counting Sorted Canadian Coins Counting Sorted Canadian Coins Counting Sorted Canadian Coins (No $) Counting Small Collections of Sorted Canadian Coins Counting Small Collections of Sorted Canadian Coins (No $)

No one likes their coins better than the U.K. With pockets full of eight different coin values, reinforced stitching on trouser pockets and handbags is common place. Learning to count all of these coins is a feat in itself, but the worksheets in this category should help.

• Counting British Coins Counting British Coins Counting British Coins - No Pound Coins Counting Small Collections of British Coins Counting Small Collections of British Coins (No Pound Coins)
• Counting Australian Coins Counting Australian Coins Counting Australian Coins (No Dollars) Counting Small Collections of Australian Coins Counting Small Collections of Australian Coins (No Dollars)
• Counting Sorted Australian Coins Counting Sorted Australian Coins Counting Sorted Australian Coins (No Dollars) Counting Small Collections of Sorted Australian Coins Counting Small Collections of Sorted Australian Coins (No Dollars)
• Counting Euro Coins Counting Euro Coins Counting Euro Coins (No 1 or 2 Cents) Counting Euro Coins (No 1 or 2 Euro Coins) Counting Euro Coins (Only 5, 10, 20 and 50 Cent Coins) Counting Small Collections of Euro Coins Counting Small Collections of Euro Coins (No 1 or 2 Cents) Counting Small Collections of Euro Coins (No 1 or 2 Euro coins) Counting Small Collections of Euro Coins (Only 5, 10, 20 and 50 Cent Coins)
• Counting Sorted Euro Coins Counting Sorted Euro Coins Counting Sorted Euro Coins (No 1 or 2 Cents) Counting Sorted Euro Coins (No 1 or 2 Euro coins) Counting Small Collections of Sorted Euro Coins Counting Small Collections of Sorted Euro Coins (No 1 or 2 Cents) Counting Small Collections of Sorted Euro Coins (No 1 or 2 Euro coins)
• Counting New Zealand Coins Counting New Zealand Coins (No Dollars) Counting New Zealand Coins Counting Small Collections of New Zealand Coins (No Dollars) Counting Small Collections of New Zealand Coins

Rounding Money Amounts

The next dollar up is a skill for young students who are not yet able to make change, but can determine how many dollars it will take to cover an amount. For example, if something is $5.45 in a store, then they would need to give $6 to cover that amount since the next dollar up from $5.45 is $6. Students should understand that any amount above zero after the decimal means they need to add another dollar to the number before the decimal in order to have enough to pay for the item. The rest of the worksheets in this section are general rounding questions involving dollar amounts.

• Next Dollar Up (U.S. Version) Next Dollar Up (Amounts to $5 ) (U.S. Version) Next Dollar Up (Amounts to $10 ) (U.S. Version)
• Next Dollar Up (Canadian Version) Next Dollar Up (Amounts to $5 ) ( Canadian Version) Next Dollar Up (Amounts to $10 ) ( Canadian Version)
• Next Dollar Up (Australian Version) Next Dollar Up (Amounts to $5 ) ( Australian Version) Next Dollar Up (Amounts to $10 ) ( Australian Version)
• Next Pound Up (U.K. Version) Next Pound Up (Amounts to £5 ) Next Pound Up (Amounts to £10 )
• Rounding Dollar Amounts Rounding Dollar Amounts to the Nearest 5 Cents Rounding Dollar Amounts to the Nearest 10 Cents Rounding Dollar Amounts to the Nearest 20 Cents Rounding Dollar Amounts to the Nearest 25 Cents Rounding Dollar Amounts to the Nearest 50 Cents Rounding Dollar Amounts to the Nearest 1 Dollar Rounding Dollar Amounts to the Nearest 2 Dollars Rounding Dollar Amounts to the Nearest 5 Dollars
• Rounding British Pound Amounts Rounding British Pound Amounts to the Nearest 5 Pence Rounding British Pound Amounts to the Nearest 10 Pence Rounding British Pound Amounts to the Nearest 20 Pence Rounding British Pound Amounts to the Nearest 25 Pence Rounding British Pound Amounts to the Nearest 50 Pence Rounding British Pound Amounts to the Nearest 1 Pound Rounding British Pound Amounts to the Nearest 2 Pounds Rounding British Pound Amounts to the Nearest 5 Pounds
• Rounding Euro Amounts Rounding Euro Amounts to the Nearest 5 Cents Rounding Euro Amounts to the Nearest 10 Cents Rounding Euro Amounts to the Nearest 20 Cents Rounding Euro Amounts to the Nearest 25 Cents Rounding Euro Amounts to the Nearest 50 Cents Rounding Euro Amounts to the Nearest 1 Euro Rounding Euro Amounts to the Nearest 2 Euros Rounding Euro Amounts to the Nearest 5 Euros

Adding and Subtracting Money

Adding money amounts is a nice way to gently move students into thinking about decimals and what a great opportunity to use some manipulatives. Students generally perform better with math that has meaning. Decimal numbers to hundredths have most likely been in students' lives since very early on as stores display prices, parents comment about the prices to help develop critical thinking in their children, so if there is one decimal that students understand well, it is money. They sometimes have trouble relating it to paper and pencil which is why manipulatives come in handy. Play money is a little cheaper than real money and doesn't disappear quite as quickly.

• Adding Money Amounts with Increments Specifically for U.S. Canadian Currencies Adding With Amounts up to $10 Adding With Amounts up to $100 Adding in Increments of 50 Cents ($) Adding in Increments of 25 Cents ($) Adding in Increments of 10 Cents ($) Adding in Increments of 5 Cents ($)
• Adding Money Amounts with Increments Specifically for British Currency Adding With Amounts up to £10 Adding With Amounts up to £100 Adding Increments of 50 Pence (£) Adding Increments of 20 Pence (£) Adding Increments of 10 Pence (£) Adding Increments of 5 Pence (£) Adding Increments of 2 Pence (£)
• Adding Money Amounts with Increments Specifically for Australian and New Zealand Currencies Adding With Amounts up to $10 Adding With Amounts up to $100 Adding Increments of 50 Cents ($) Adding Increments of 20 Cents ($) Adding Increments of 10 Cents ($) Adding Increments of 5 Cents ($)
• Adding Money Amounts with Increments Specifically for Euro Currency Adding With Amounts up to €10 Adding With Amounts up to €100 Adding Increments of 50 Euro Cents Adding Increments of 20 Euro Cents Adding Increments of 10 Euro Cents Adding Increments of 5 Euro Cents Adding Increments of 2 Euro Cents

The strategy of choice for subtracting money is the counting up strategy. It works especially well for giving change from whole dollar/Pound/Euro amounts. Following is an example of how it works. Let's say the bill at the grocery store came out to $13.46 and the cashier was presented with a $20.00 bill and for some odd reason, the monitor on his cash machine had a crack in it that obscured the amount of change to give. What would he do?! The first thing to do is to take four cents out of the drawer because he needs to add the $13.46 to an unknown amount to make $20, and four cents will bring the $13.46 up to $13.50 which makes things rounder and, for most, a little easier. Next, he needs to pull out two quarters to bring the amount up to $14 even. He can then remove a dollar bill to make the amount $15, and finally pull out a $5 bill to count up to $20. Now, if he wanted to know how much change he gave, he just needs to think back to what he pulled out of the drawer: $5 + $1 + $0.50 + $0.04 = $6.54.

• Subtracting Money Amounts with Increments Specifically for U.S. and Canadian Currencies Subtracting With Amounts up to $10 Subtracting With Amounts up to $100 Subtracting in Increments of 50 Cents ($) Subtracting in Increments of 25 Cents ($) Subtracting in Increments of 10 Cents ($) Subtracting in Increments of 5 Cents ($)
• Subtracting Money Amounts with Increments Specifically for British Currency Subtracting With Amounts up to £10 Subtracting With Amounts up to £100 Subtracting Increments of 50 Pence (£) Subtracting Increments of 20 Pence (£) Subtracting Increments of 10 Pence (£) Subtracting Increments of 5 Pence (£) Subtracting Increments of 2 Pence (£)
• Subtracting Money Amounts with Increments Specifically for Australian and New Zealand Currencies Subtracting With Amounts up to $10 Subtracting With Amounts up to $100 Subtracting Increments of 50 Cents ($) Subtracting Increments of 20 Cents ($) Subtracting Increments of 10 Cents ($) Subtracting Increments of 5 Cents ($)
• Subtracting Money Amounts with Increments Specifically for Euro Currency Subtracting With Amounts up to 10 € Subtracting With Amounts up to 100 € Subtracting Increments of 50 Euro Cents (€) Subtracting Increments of 20 Euro Cents (€) Subtracting Increments of 10 Euro Cents (€) Subtracting Increments of 5 Euro Cents (€) Subtracting Increments of 2 Euro Cents (€)
• Adding and Subtracting Money Amounts with Increments Specifically for U.S. and Canadian Currencies Adding & Subtracting With Amounts up to $10 Adding & Subtracting With Amounts up to $100 Adding & Subtracting in Increments of 50 Cents ($) Adding & Subtracting in Increments of 25 Cents ($) Adding & Subtracting in Increments of 20 Cents ($) Adding & Subtracting in Increments of 10 Cents ($) Adding & Subtracting in Increments of 5 Cents ($)
• Adding and Subtracting Money Amounts with Increments Specifically for British Currency Adding & Subtracting With Amounts up to £10 Adding & Subtracting With Amounts up to £100 Adding & Subtracting Increments of 50 Pence (£) Adding & Subtracting Increments of 20 Pence (£) Adding & Subtracting Increments of 10 Pence (£) Adding & Subtracting Increments of 5 Pence (£) Adding & Subtracting Increments of 2 Pence (£)
• Adding and Subtracting Money Amounts with Increments Specifically for Australian and New Zealand Currencies Adding & Subtracting With Amounts up to $10 Adding & Subtracting With Amounts up to $100 Adding & Subtracting in Increments of 50 Cents ($) Adding & Subtracting in Increments of 20 Cents ($) Adding & Subtracting in Increments of 10 Cents ($) Adding & Subtracting in Increments of 5 Cents ($)
• Adding and Subtracting Money Amounts with Increments Specifically for European Currency Adding & Subtracting With Amounts up to 10 € Adding & Subtracting With Amounts up to 100 € Adding & Subtracting Increments of 50 Euro Cents (€) Adding & Subtracting Increments of 20 Euro Cents (€) Adding & Subtracting Increments of 10 Euro Cents (€) Adding & Subtracting Increments of 5 Euro Cents (€) Adding & Subtracting Increments of 2 Euro Cents (€)

Making change from bills and notes worksheets.

• Making Change from U.S. Bills Making Change from U.S. $1 Bills Making Change from U.S. $5 Bills Making Change from U.S. $10 Bills Making Change from U.S. $20 Bills Making Change from U.S. $50 Bills Making Change from U.S. $100 Bills
• Making Change from Mixed U.S. Bills Making Change from U.S. Bills up to $5 Making Change from U.S. Bills up to $10 Making Change from U.S. Bills up to $20 Making Change from U.S. Bills up to $50 Making Change from U.S. Bills up to $100
• Making Change from Canadian Bills Making Change from Canadian $5 Bills Making Change from Canadian $10 Bills Making Change from Canadian $20 Bills Making Change from Canadian $50 Bills Making Change from Canadian $100 Bills
• Making Change from Mixed Canadian Bills Making Change from Canadian Bills up to $10 Making Change from Canadian Bills up to $20 Making Change from Canadian Bills up to $50 Making Change from Canadian Bills up to $100
• Making Change from Euro Notes Making Change from Euro €5 Notes Making Change from Euro €10 Notes Making Change from Euro €20 Notes Making Change from Euro €50 Notes Making Change from Euro €100 Notes Making Change from Euro €200 Notes
• Making Change from Mixed Euro Notes Making Change from Euro Notes up to €10 Making Change from Euro Notes up to €20 Making Change from Euro Notes up to €50 Making Change from Euro Notes up to €100 Making Change from Euro Notes up to €200

Further worksheets will be released as soon as the Reserve Bank of New Zealand releases more banknotes from Series 7.

• Making Change from New Zealand Banknotes Making Change from New Zealand $5 Banknotes Making Change from New Zealand $10 Banknotes
• Making Change from Mixed New Zealand Banknotes Making Change from New Zealand Banknotes up to $10

The Bank of England sent us this response regarding our request for images: "Please note that the Bank of England does not provide images of notes." Therefore, we are unable to create making change math worksheets using Bank of England banknotes.

Multiplying and Dividing Money

It would be nice if our own money could multiply quite as nicely in our bank accounts as it does on these worksheets. Alas, we will have to settle with low interest rates multiplying our money over the span of decades. These multiplying money worksheets would go well with some money manipulatives. Simply make several piles of the same amount (the same number of piles as the multiplier), combine it all into one pile, regroup as much as possible (e.g. five ones into a five), and count up the results.

• Multiplying Dollar Amounts by 1-Digit Multipliers (U.S. and Canada Version) Multiplying Dollar Amounts in Increments of 1 Cent by One-Digit Multipliers Multiplying Dollar Amounts in Increments of 5 Cents by One-Digit Multipliers Multiplying Dollar Amounts in Increments of 10 Cents by One-Digit Multipliers Multiplying Dollar Amounts in Increments of 25 Cents by One-Digit Multipliers Multiplying Dollar Amounts in Increments of 50 Cents by One-Digit Multipliers
• Multiplying Dollar Amounts by 2-Digit Multipliers (U.S. and Canada Version) Multiplying Dollar Amounts in Increments of 1 Cent by Two-Digit Multipliers Multiplying Dollar Amounts in Increments of 5 Cents by Two-Digit Multipliers Multiplying Dollar Amounts in Increments of 10 Cents by Two-Digit Multipliers Multiplying Dollar Amounts in Increments of 25 Cents by Two-Digit Multipliers Multiplying Dollar Amounts in Increments of 50 Cents by Two-Digit Multipliers
• Multiplying Pound Sterling Amounts by 1-Digit Multipliers Multiplying Pound Sterling Amounts in Increments of 1 Penny by One-Digit Multipliers Multiplying Pound Sterling Amounts in Increments of 2 Pence by One-Digit Multipliers Multiplying Pound Sterling Amounts in Increments of 5 Pence by One-Digit Multipliers Multiplying Pound Sterling Amounts in Increments of 10 Pence by One-Digit Multipliers Multiplying Pound Sterling Amounts in Increments of 20 Pence by One-Digit Multipliers Multiplying Pound Sterling Amounts in Increments of 50 Pence by One-Digit Multipliers
• Multiplying Pound Sterling Amounts by 2-Digit Multipliers Multiplying Pound Sterling Amounts in Increments of 1 Penny by Two-Digit Multipliers Multiplying Pound Sterling Amounts in Increments of 2 Pence by Two-Digit Multipliers Multiplying Pound Sterling Amounts in Increments of 5 Pence by Two-Digit Multipliers Multiplying Pound Sterling Amounts in Increments of 10 Pence by Two-Digit Multipliers Multiplying Pound Sterling Amounts in Increments of 20 Pence by Two-Digit Multipliers Multiplying Pound Sterling Amounts in Increments of 50 Pence by Two-Digit Multipliers
• Multiplying Dollar Amounts by 1-Digit Multipliers (Australia and New Zealand Version) Multiplying Dollar Amounts in Increments of 1 Cent by One-Digit Multipliers Multiplying Dollar Amounts in Increments of 5 Cents by One-Digit Multipliers Multiplying Dollar Amounts in Increments of 10 Cents by One-Digit Multipliers Multiplying Dollar Amounts in Increments of 20 Cents by One-Digit Multipliers Multiplying Dollar Amounts in Increments of 50 Cents by One-Digit Multipliers
• Multiplying Dollar Amounts by 2-Digit Multipliers (Australia and New Zealand Version) Multiplying Dollar Amounts in Increments of 1 Cent by Two-Digit Multipliers Multiplying Dollar Amounts in Increments of 5 Cents by Two-Digit Multipliers Multiplying Dollar Amounts in Increments of 10 Cents by Two-Digit Multipliers Multiplying Dollar Amounts in Increments of 20 Cents by Two-Digit Multipliers Multiplying Dollar Amounts in Increments of 50 Cents by Two-Digit Multipliers
• Multiplying Euro Amounts by 1-Digit Multipliers Multiplying Euro Amounts in Increments of 1 Cent by One-Digit Multipliers Multiplying Euro Amounts in Increments of 2 Cents by One-Digit Multipliers Multiplying Euro Amounts in Increments of 5 Cents by One-Digit Multipliers Multiplying Euro Amounts in Increments of 10 Cents by One-Digit Multipliers Multiplying Euro Amounts in Increments of 20 Cents by One-Digit Multipliers Multiplying Euro Amounts in Increments of 50 Cents by One-Digit Multipliers
• Multiplying Euro Amounts by 2-Digit Multipliers Multiplying Euro Amounts in Increments of 1 Cent by Two-Digit Multipliers Multiplying Euro Amounts in Increments of 2 Cents by Two-Digit Multipliers Multiplying Euro Amounts in Increments of 5 Cents by Two-Digit Multipliers Multiplying Euro Amounts in Increments of 10 Cents by Two-Digit Multipliers Multiplying Euro Amounts in Increments of 20 Cents by Two-Digit Multipliers Multiplying Euro Amounts in Increments of 50 Cents by Two-Digit Multipliers

Dividing money amounts by whole numbers worksheets.

• Dividing Dollar Amounts by 1-Digit Multipliers (U.S. and Canada Version) Dividing Dollar Amounts in Increments of 1 Cent by One-Digit Divisors Dividing Dollar Amounts in Increments of 5 Cents by One-Digit Divisors Dividing Dollar Amounts in Increments of 10 Cents by One-Digit Divisors Dividing Dollar Amounts in Increments of 20 Cents by One-Digit Divisors Dividing Dollar Amounts in Increments of 25 Cents by One-Digit Divisors Dividing Dollar Amounts in Increments of 50 Cents by One-Digit Divisors
• Dividing Dollar Amounts by 2-Digit Multipliers (U.S. and Canada Version) Dividing Dollar Amounts in Increments of 1 Cent by Two-Digit Divisors Dividing Dollar Amounts in Increments of 5 Cents by Two-Digit Divisors Dividing Dollar Amounts in Increments of 10 Cents by Two-Digit Divisors Dividing Dollar Amounts in Increments of 20 Cents by Two-Digit Divisors Dividing Dollar Amounts in Increments of 25 Cents by Two-Digit Divisors Dividing Dollar Amounts in Increments of 50 Cents by Two-Digit Divisors
• Dividing Pound Sterling Amounts by 1-Digit Multipliers Dividing Pound Sterling Amounts in Increments of 1 Penny by One-Digit Divisors Dividing Pound Sterling Amounts in Increments of 2 Pence by One-Digit Divisors Dividing Pound Sterling Amounts in Increments of 5 Pence by One-Digit Divisors Dividing Pound Sterling Amounts in Increments of 10 Pence by One-Digit Divisors Dividing Pound Sterling Amounts in Increments of 20 Pence by One-Digit Divisors Dividing Pound Sterling Amounts in Increments of 50 Pence by One-Digit Divisors
• Dividing Pound Sterling Amounts by 2-Digit Multipliers Dividing Pound Sterling Amounts in Increments of 1 Penny by Two-Digit Divisors Dividing Pound Sterling Amounts in Increments of 2 Pence by Two-Digit Divisors Dividing Pound Sterling Amounts in Increments of 5 Pence by Two-Digit Divisors Dividing Pound Sterling Amounts in Increments of 10 Pence by Two-Digit Divisors Dividing Pound Sterling Amounts in Increments of 20 Pence by Two-Digit Divisors Dividing Pound Sterling Amounts in Increments of 50 Pence by Two-Digit Divisors
• Dividing Dollar Amounts by 1-Digit Multipliers (Australia and New Zealand Version) Dividing Dollar Amounts in Increments of 1 Cent by One-Digit Divisors Dividing Dollar Amounts in Increments of 5 Cents by One-Digit Divisors Dividing Dollar Amounts in Increments of 10 Cents by One-Digit Divisors Dividing Dollar Amounts in Increments of 20 Cents by One-Digit Divisors Dividing Dollar Amounts in Increments of 50 Cents by One-Digit Divisors
• Dividing Dollar Amounts by 2-Digit Multipliers (Australia and New Zealand Version) Dividing Dollar Amounts in Increments of 1 Cent by Two-Digit Divisors Dividing Dollar Amounts in Increments of 5 Cents by Two-Digit Divisors Dividing Dollar Amounts in Increments of 10 Cents by Two-Digit Divisors Dividing Dollar Amounts in Increments of 20 Cents by Two-Digit Divisors Dividing Dollar Amounts in Increments of 50 Cents by Two-Digit Divisors
• Dividing Euro Amounts by 1-Digit Multipliers Dividing Euro Amounts in Increments of 1 Cent by One-Digit Divisors Dividing Euro Amounts in Increments of 2 Cents by One-Digit Divisors Dividing Euro Amounts in Increments of 5 Cents by One-Digit Divisors Dividing Euro Amounts in Increments of 10 Cents by One-Digit Divisors Dividing Euro Amounts in Increments of 20 Cents by One-Digit Divisors Dividing Euro Amounts in Increments of 50 Cents by One-Digit Divisors
• Dividing Euro Amounts by 2-Digit Multipliers Dividing Euro Amounts in Increments of 1 Cent by Two-Digit Divisors Dividing Euro Amounts in Increments of 2 Cents by Two-Digit Divisors Dividing Euro Amounts in Increments of 5 Cents by Two-Digit Divisors Dividing Euro Amounts in Increments of 10 Cents by Two-Digit Divisors Dividing Euro Amounts in Increments of 20 Cents by Two-Digit Divisors Dividing Euro Amounts in Increments of 50 Cents by Two-Digit Divisors

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Money word problems

Here you will learn about money word problems, including the values of the coins in our money system and solving a variety of money word problems.

Students will first learn about money word problems as part of measurement and data in 2nd grade and continue to build on this knowledge as they learn how to operate with decimals as a part of numbers and operations in base 10 in 5th grade.

What are money word problems?

Money word problems use US money in cents (¢) and dollars (\$).

To solve money word problems, you need to know the names and values of the coins and bills in our money system.

There are also bills for different dollar amounts. The first four bills are…

For example,

Solving in cents \textbf{(¢)} :

Jesse has 4 pennies, 3 nickels and 2 dimes. How many cents does Jesse have in total?

4 pennies = 4¢

3 nickels = 15¢

2 dimes = 20¢

So Jesse has 39¢.

Solving in dollars \bf{(\$)} :

A pair of shoes costs \$22.45. Joe buys 3 pairs of them, how much will the 3 pairs cost?

= 66 wholes, 12 tenths, and 15 hundredths.

The 3 pairs cost \$67.35.

Common Core State Standards

How does this relate to 2nd grade math and 5th grade math?

• Grade 2 – Measurement and Data (2.MD.C.8) Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
• Grade 5 – Numbers and Operations in Base 10 (5.NBT.B.7) Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

How to solve money word problems

In order to solve money word problems in cents:

Recall the value of each coin.

Find the total for each type of coin.

Add all total coin values.

Write a sentence answering the money word problem question.

In order to solve money word problems in dollars:

Read the question carefully and decide which operation(s) to use.

Use what you know about decimals to solve.

[FREE] Arithmetic Check for Understanding Quiz (Grade 4 to 6)

Use this quiz to check your grade 4 to 6 students’ understanding of arithmetic. 10+ questions with answers covering a range of 4th, 5th and 6th grade arithmetic topics to identify areas of strength and support!

Money word problems examples

Example 1: whole number word problem – adding coins.

Mark has 12 pennies and 5 nickels. How many cents does he have?

Each penny is 1¢. Each nickel is 5¢.

2 Find the total for each type of coin.

12 pennies = 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 = 12¢

5 nickels = 5 + 5 + 5 + 5 + 5 = 25¢

3 Add all total coin values.

4 Write a sentence answering the money word problem question.

Mark has 37¢.

Example 2: whole number word problem – adding coins

A pencil costs 3 dimes and 2 quarters. How many cents does the fancy pencil cost?

Each dime is 10¢. Each quarter is 25¢.

3 dimes = 10 + 10 + 10 = 30¢

2 quarters = 25 + 25 = 50¢

A fancy pencil costs 80¢.

Example 3: whole number word problem – subtracting coins

Kia has 3 quarters. A piece of gum costs 6 nickels. If Kia buys one piece of gum, how many cents will she have left?

Each nickel is 5¢. Each quarter is 25¢.

6 nickels = 5 + 5 + 5 + 5 + 5 + 5 = 30¢

3 quarters = 25 + 25 + 25 = 75¢

Kia will have 45¢ after buying one piece of gum.

Example 4: decimal word problem – one step addition

Hank buys a bottle of water for \$1.95 and a sandwich for \$4.56. How much did he pay in total?

You need to add to find the total of the water and the sandwich together.

One way to solve with decimals is to use what you know about fraction addition.

1.95=1 \cfrac{95}{100} \quad and \quad 4.56=4 \cfrac{56}{100}

\begin{aligned} & 1 \cfrac{95}{100}+4 \cfrac{56}{100} \\\\ & = 5+\cfrac{151}{100} \\\\ & = 5+\cfrac{100}{100}+\cfrac{51}{100} \\\\ & = 5+1+\cfrac{51}{100} \\\\ & = 6 \cfrac{51}{100} \\\\ & = 6.51 \end{aligned}

Hank paid \$6.51 for the bottle of water and sandwich.

Example 5: decimal word problem – one step division

Two boxes of markers cost \$8.28. If each box costs the same, how much does one box of markers cost?

You need to take the total cost and divide it between the two boxes.

One way to solve with decimals is by breaking up the decimal into each place value.

8.28 \div 2=(8+0.2+0.08) \div 2=

0.2 \div 2=0.1

0.08 \div 2=0.04

Add the partial quotients:

4 + 0.1 + 0.04 = 4.14

Each box of markers cost \$4.14.

Example 6: decimal word problem – one step multiplication

Sara is saving to buy a science kit. She saves \$11.25 each week. How much money will she have saved after 5 weeks?

You need to multiply since she saved the same amount each week.

One way to solve with decimals is by breaking up the decimal into friendly numbers.

11.25 \times 5=(11+0.25) \times 5=

11 \times 5=55

Add the partial products:

55 + 1.25 = 56.25

After 5 weeks, Sara will have saved \$56.25.

Teaching tips for money word problems

• When first introducing 2nd graders to the money system, give them plenty of opportunities to use real life coins. This will help them memorize the value of each coin and also encourage solving by skip counting.
• Give 2nd graders experiences representing the same amount of money in different ways. For example, ask them, “How many different ways can you show 45 cents with coins?” This gives students practice memorizing the coin values and also encourages them to look for patterns.
• Solving money word problems can be difficult for students who have a lower reading comprehension. Provide visuals or phonics support to any student who may need it, so that their reading comprehension is not a barrier for this skill.
• Math worksheets, including money word problem worksheets, can be a good way for students to practice, but they should not be the only way that students learn this skill. Set up real-world scenarios in the classroom that involve solving with money, such as budgeting, to give students real life experiences connected to this skill.
• While you may introduce them separately, at some point it is necessary to combine practice with subtraction word problems and addition word problems so that students can practice figuring out which operation to use.

Easy mistakes to make

• Use two decimals places to record money in dollars Always use two decimal places when writing the final amount of money in dollars. For example, if your answer is 3.4, write it as \$3.40, using two decimal places to represent all the money positions.

Related lessons on arithmetic

• Calculator skills
• Skip counting
• Number sense
• Inverse operations
• Two step word problems

Practice money word problems questions

1. There are 3 dimes, 6 pennies and 4 nickels. How many cents are there?

Each penny is 1¢. Each nickel is 5¢. Each dime is 10¢.

6 pennies = 1 + 1 + 1 + 1 + 1 + 1 = 6¢

4 nickels = 5 + 5 + 5 + 5 = 20¢

There is 56¢.

2. A bag of chips costs 75¢. Mark has 3 quarters and 17 pennies. If he buys a bag of chips, how many cents will he have left?

Each penny is 1¢. Each nickel is 25¢.

17 pennies = 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 = 17¢

Subtract to find the cents he will have left.

Mark will have 17¢ left.

3. Maryam has 5 dimes and 3 pennies. Then she finds 2 nickels. How many cents does Maryam have now?

3 pennies = 1 + 1 + 1 = 3¢

2 nickels = 5 + 5 = 10¢

5 dimes = 10 + 10 + 10 + 10 + 10 = 50¢

Maryam now has 63¢.

4. Daniel buys a new pair of headphones for \$34.99. If he pays the cashier \$50, how much change will Daniel get back?

You need to subtract to find the difference between the money he gave the cashier and the cost of the headphones.

One way to solve with decimals is to use a number line.

From 35 to 34.99 is subtracting 0.01 more, so 50-34.99 = 15.01.

Daniel will get \$15.01 back.

5. A website charges \$9.99 a month to watch tv shows and movies. How much will 4 months cost?

You need to multiply to find the total price since each month is the same price.

One way to solve with decimals is by breaking up the decimal into place values.

Then combine each place value.

Whole numbers: 36 + 3 = 39

Tenths: 0.6 + 0.3 = 0.9

Hundredths: 0.06

Four months will cost \$39.96.

6. Maria had \$13.45 saved and then she was given \$23.50 on her birthday. How much money does she have now?

You need to combine the money she has saved and the money she was given, so add the numbers.

13.45=13 \cfrac{45}{100} \quad and \quad 23.50=23 \cfrac{50}{100}

Maria has \$36.95 now.

Money word problems FAQs

In 5th grade, students operate with decimals using their own strategies based on place value understanding and the connection to whole number and fraction operations. 6th grade is when students learn the standard algorithm for decimal operations.

Because coins have the value of 1, 5, 10, and 25, learning to operate with the coins builds student understanding of not only the operations but of patterns in our Base 10 system. When students begin to solve in dollars, they deepen their understanding of operating with decimals.

Learning how to use the money system is an important life skill. As students get older they will encounter situations like calculating the total of a bill or making change, so it is important that they have classroom experiences that promote the understanding of our money system.

The next lessons are

• Properties of equality
• Addition and subtraction
• Multiplication and division

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[FREE] Common Core Practice Tests (Grades 3 to 6)

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Calculation Money Problems

In these problems we are using the four operations (addition, subtraction, multiplication and division) in the context of money questions.

We need to work out which operation to use for each question.

Example 1: You buy 7 bananas for 23p each. Work out the total cost.

Here we have a multiplication question.

Each banana costs 23p and we have 7 bananas. We need to work out 7 × 23 We can use long multiplication.

We start with 7 × 3 7 × 3 = 21 The one goes in the ones column and the 2 is carried over to the tens.

Next is 7 × 2 7 × 2 = 14 We add on the 2 we carried over 14 + 2 = 16 The 6 goes in the tens and the 1 is carried over to the hundreds

The total cost is 161p We can convert pence to pounds and pence by dividing by 100 161p = £1.61

Example 2: You buy 8 oranges for 29p each. You pay with a £10 note. Work out how much change you should get.

Each orange costs 29p and we have 8 oranges. We need to work out 8 × 29

We start with 8 × 9 8 × 9 = 72 The 2 goes in the ones column and the 7 is carried over to the tens.

Next is 8 × 2 8 × 2 = 16 We add on the 7 we carried over 16 + 7 = 23 The 3 goes in the tens and the 2 is carried over to the hundreds

The total cost is 232p

To find the change we need to take 232p away from £10 £10 = 1000p The change will be 1000 - 232

We start with the column on the right, the ones. We do not want to take 2 away from 0 so we need to take a ten and move it to the ones We do not have any tens or hundreds We can take one thousand and move it to the hundreds, the take one hundred and move it to the tens, then take a ten and move it to the ones. 1000 = 900 + 90 + 10

We can now subtract each column, starting with the ones 10 - 2 = 8

In the tens we have 9 - 3 9 - 3 = 6

In the hundreds we have 9 - 2 9 - 2 = 7

We can convert pence to pounds and pence by dividing by 100 768p = £7.68

Example 3: You buy: 2 burgers for 1.49p each. 3 portions of chips for £1.15 each 5 drinks for £1.28 each Work out the total cost.

We need to work out the cost of the burgers, the cost of the chips and the cost of the drinks. We can then add them all together.

For the burgers we have 2 × 149 (I will do the working out in pence and convert back to pounds at the end).

We start with the ones. 2 × 9 = 18 The 8 goes in the ones and we carry the 1 over to the tens.

Next is the tens. 2 × 4 = 8 We add on the 1 we carried over 8 + 1 = 9

The final column is the hundreds. 2 × 1 = 2

2 × 149 = 298

For the chips we have 3 × 115

The first column is the ones. 3 × 5 = 15 The 5 goes in the ones and we carry the 1 over to the tens.

The next column is the tens. 3 × 1 = 3 We add the 1 we carried over 3 + 1 = 4

The last column is the hundreds. 3 × 1 = 3

3 × 115 = 345

For the drinks we have 5 × 128

The first column is the ones. 5 × 8 = 40 The 0 goes in the ones and we carry the 4 over to the tens.

The next column is the tens. 5 × 2 = 10 We add the 4 we carried over 10 + 4 = 14 The 4 goes in the tens and we carry the 1 over to the hundreds.

The next column is the hundreds. 5 × 1 = 5 We add the 1 we carried over 5 + 1 = 6

5 × 128 = 640

We can now add together the cost of the burgers, chips and drinks to find the total cost.

We need to work out 298 + 345 + 640. We can use column addition

The first column is the ones. 8 + 5 + 0 = 13 The 3 goes in the ones and we carry the 1 over to the tens.

The next column is the tens. 9 + 4 + 4 + 1 = 18 The 8 goes in the tens and we carry the 1 over to the hundreds.

The next column is the hundreds. 2 + 3 + 6 + 1 = 12 The 2 goes in the hundreds and the 1 goes in the thousands.

298 + 345 + 640 = 1283 1283 ÷ 100 = 12.83 The total cost is £12.83

Example 4: You buy a car for £9000 You pay a deposit of £3200 and the rest in 25 monthly installments. Work out the amount of each installment.

The first step in this question is to subtract the deposit of £3200 from the price to see how much is left to pay.

We need to work out 9000 - 3200

We start with the ones. 0 - 0 = 0

In the tens we also have 0 - 0 = 0

In the hundreds we have 0 - 2 We need to take one thousand and move it to the hundreds. 9000 is the same as 8000 + 1000

We now have 10 - 2 in the hundreds 10 - 2 = 8

In the thousands we have 8 - 3 8 - 3 = 5

9000 - 3200 = 5800

We have 5800 left to pay. We need to divide 5800 by 25 to work out the monthly payment. 5800 ÷ 25

We can use short division. We can write the 25 times table down the side to make the division easier.

We start with the biggest column, the thousands. 25 does not go into 5 so we carry the 5 over to the hundreds where it is worth 50.

Next is the hundreds. 25 goes into 58 twice. 25 × 2 = 50 58 - 50 = 8 We carry the 8 over to the tens (where it is worth 80).

Next is the tens. 25 goes into 80 three times. 25 × 3 = 75 80 - 75 = 5 We have 5 left over to carry over to the ones.

In the ones we have 50 25 × 2 = 50 5800 ÷ 25 = 232

The monthly installments are £232

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Course: 2nd grade   >   Unit 5

• Money and time: FAQ
• Counting American coins
• Counting dollars
• Identify the value of US coins and dollars
• Count money (U.S.)

Money word problems (U.S.)

• (Choice A)   1 ‍   quarter A 1 ‍   quarter
• (Choice B)   45 ‍   pennies B 45 ‍   pennies
• (Choice C)   5 ‍   dimes C 5 ‍   dimes

Money Master

How good are your money handling skills? How fast can you give change?

Instructions: Drag the money onto or off the surface.

New Version 1.44: Difficulty Levels.

It is important to be able to handle money!

• You need to be able to give people the correct amount when you buy something
• You also need to check that you get the right change
• You should also be able to give the correct change when you sell something

And being able to do this fast and accurately makes you look smart and efficient.

You may be good at handling your own currency, but what if you go on holidays? Get practice with any of these major currencies :

• Australian Dollars
• Bangladeshi Taka
• British Pounds
• Canadian Dollars
• Chinese Yuan
• Egyptian Pound
• Hong Kong Dollars
• Indian Rupee
• Israeli Shekel
• Japanese Yen
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• New Zealand Dollars
• Nigerian Naira
• Pakistani Rupees
• Philippine Peso
• Russian Rouble
• Singapore Dollars
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(Note: if we don't have your currency, and you have some nice images of your coins and bank notes, then contact me and I will see about adding them.)

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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?

Practice Problems

• Do the dollars and cents separate when adding money. Then put the results together.
• Practice doing problems in your head first, then use a calculator. This will help you when you're out shopping and don't have a calculator available.
• Practice making change with your parents. Count out the bills and coins.
• Dividing money can be helpful when you are out with friends and need to divide up the cost of something like gas for a trip or the price of a pizza.
• To figure a 20% tip, you divide the bill by 5. You can also divide the total by 10 and then multiply that by 2.

16 Money Word Problems with Solutions and Answers (By Grade)

By: Author Amanda L. Grossman

Posted on Last updated: January 9, 2024

Develop students’ money life skills plus work on math concepts with real-life money word problems with solutions and answers.

Bell ringers, math centers, classroom money pickles, daily warm-ups…you can sneak these money word problems with solutions and answers into your student’s day in lots of different ways.

Or, make them the highlight of your 30-minute personal finance session – use whatever time you’ve got.  

The exciting thing about using money word problems and consumer math worksheets is you’re giving your students the chance to practice both math AND money life skills they’ll be able to use out in the wilds of the “real world” (like in the produce section of the super market).

Awesome! Let’s dig in.

Money Word Problems with Solutions and Answers

Money word problems can begin as early as 2 nd grade with simple addition and subtraction.

And they get increasingly more complex – two steps, then multiple steps, and more complex thinking – as students go through middle school and then high school.

We’ll start with the easier money word problems, and move into more complex ones, by grade.

Psst: do your students need a refresher on counting money or identifying coins? Here are free 2 nd grade money worksheets , 14 money counting games , and a bunch of free consumer math worksheets .

Money Word Problems Grade 3

While there’s no mention of money for Grade 3 Common Core Standards , you can relate several of the math standards to money word problems.

Teaching students math AND money life skills at the same time? #winning.

For example:

• Number and Operations in Base Ten (CCSS.MATH.CONTENT.3.NBT.A.2) : Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
• Operations and Algebraic Thinking (CCSS.MATH.CONTENT.3.OA.D.8) : Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Here are some worksheets with money word problems to help your students practice these concepts.

1. Money Task Cards + Scavenger Hunt

This free set of money task cards each has mostly one-step money word problems on them.

You can cut them out, and do a scavenger hunt around the room to get students up and moving. OR, she has lots of other ideas for how to use them. There’s also a worksheet asking students to come up with their own money word problem using specific amounts.

Very helpful!

2. Money Shopping Word Problems

Scroll down on this page, and you’ll find a nice collection of shopping money word problem worksheets for free.

Students will work through:

• Adding up the cost of ordered items from a menu
• Calculating their change after an order
• Calculating sales tax

They’ve also got some good free worksheets on Wage word problems, simple and compound interest calculation word problems, etc.

Hint: there’s worksheets in here for older grades, too.

Two-Step Money Word Problems for 3 rd Graders

You likely saw above that third graders are supposed to be doing two-step word problems.

Two-step money word problems require two calculations to complete them. They’re not entirely straightforward – your students will need to think things through a bit more before they can come up with the correct answer.

3. Money Within $100 Word Problems

Get your set of 5 free, two-step money word problems within $100. Each word problem has space to draw and work through the problem.

4. Simple Two-Step Money Word Problems

Here’s a three-page set of two-step money word problems that have students add up the total amount of spending, then figure out how much change they should get back.

There are spaces for students to work out each of the two steps.

Hint: this is a free set of money word problems, but you’ll need a free Teachers Pay Teachers account to access it.

5. August Problem Solving Path Worksheets

I just love the real-world approach this packet of word problems takes.

She includes a math journal for each problem (there is one money word problem, and the rest are word problems involving other common core standards for 3 rd graders), and a rubric on the math journal sheet so that you can easily grade based on your student’s work.

There’s both a US and a UK version.

6. Two Simple Two-Step Money Word Problems

And here’s another set of two-step money word problems for 2 nd -4 th graders. Again, kids are asked to add up the total cost of items purchased, then calculate how much change they would get back.

7. Can I Buy It? Word Problems

If you’re looking for an easier set of two-step word problems for your bunch of students, then you should check these out.

8. Mix of One-Step and Two-Step Money Word Problems

Here’s a simple worksheet that has a mix of both two-step and one-step money word problems for 3 rd graders. The theme is around ordering food items.

Money Word Problems with Solutions and Answers Grade 5

There are no Common Core State Standards for Mathematics (CCSSM) specifically for money math at the 5th grade level.

However, you can relate the math concepts in the CCSSM to real-life money scenarios with these money word problems.

• Number and Operations in Base Ten (CCSS.MATH.CONTENT.5.NBT.B.5 – B.7) : Students should be able to perform operations with multi-digit whole numbers and decimals to the hundredths (which is an essential skill when working with money).
• Operations and Algebraic Thinking (CCSS.MATH.CONTENT.5.OA.A.2) : Students should be able to understand and write expressions and equations and solve real-world and mathematical problems using addition, subtraction, multiplication, and division.

1. Bertie’s Big Win

Students are tasked with figuring out how much money Bertie won through the lottery, based on the fractional amounts he spent on various things (like a house, a trip to space, a luxury yacht, etc.).

Answer sheet is included, which is good – because this is a tough one!

Hint: they say on the website that the 4 th grade versions of his money word problems are a bit easier than the 5 th grade ones, so you might want to try those if this seems too hard for your class.

2. YMI’s Healthy Meal, Healthy Budget Worksheets

Grab your free teaching kit (for grades 3-5, then 6-8) that pairs healthy eating lessons with 5 money math word problems you’d find in the real world.

For example, the first word problem asks students to plan a meal for two people using chicken tenders as the base. They’re given the serving size for each person, then two different options to buy and asked to calculate which is the best money (by calculating the per-unit cost and then comparing that with what they get). 

Answers and explanations are provided.

3. Mixed Practice Money Word Problems

Students are given three paragraphs describing a real-life scenario that is going to cost money. Then, students are asked a series of questions below it, and will need to use multiple kinds of calculations to solve them (subtraction, addition, multiplication, etc.).

4. Value Your Power Word Problems

Here’s a set of money math worksheets tied to electricity use in the household.

In the first activity, students are asked to decipher an electricity bill. They’ll chart the kilowatts used each month of the year, and then work through a series of questions based on that information (such as calculating an average monthly cost).

There’s also a Value Your Power Scoreboard worksheet students can take home as a family challenge.

Hint: it says it’s for 4 th grade – but I suspect these would be great for some 5 th grade students anyway.

5. Thanksgiving Dinner PBL

This project for grades 3-5 starts with the following driving question:

“ I need to feed my family of six for Thanksgiving. For my meal I need an appetizer, main dish, two side dishes, a dessert, and a drink (at least). I have $175 to spend on all the ingredients and any decorations I may want. What should I make?”

Students are tasked with creating a meal plan, recipes, and a grocery list with prices.

Hint: you’ll need a free account on ShareMyLesson.com to download this free lesson plan and rubric.

Advanced Money Word Problems for Older Students

Got a group of high schoolers, or advanced middle schoolers to find money word problems for? These multi-step money word problems and money-thinkers might be just the thing.

Money Word Problem #1: Ad Sale Decode

Money Lesson : Ads aren't always truthful, or as good of a deal as they first seem.

Norgay Sherpa, a mighty Everest climber who has personally climbed to the top of Everest three times (called summitting), saw a television commercial for a pair of Black Diamond Trail Pro Shock Trekking Poles. They have non-slip grips + are collapsible (something that would be very helpful on future climbs).

He wants to purchase them, but is confused about how much his total cost will be. Here are the details for a pair of trekking poles:

• Two easy payments of $127.05
• $9.95 Shipping & Handling
• Get one extra pair free (an incredible deal!), just pay Shipping & Handling (S&H)

What is Sherpa Norgay's total cost going to be?

Answer : $274. How you get there is adding the two “easy payments” of $127.05 + $127.05 + $9.95 S&H + $9.95 S&H (for the second “free” pair).

Money Word Problem #2: Car Insurance Snafu

Money Lesson : How auto insurance works.

One of your expedition partners, Sandy, is facing a money dilemma. She called her husband over Base Camp's satellite phone and found out he was in a car accident. Don't worry, he's okay! But their family car looks like it was in an Avalanche.

Here are the details:

• The accident was her husband's fault, meaning he hit the other car.
• Her family has a liability auto insurance policy that insures both of their vehicles.
• They pay a monthly premium of $96/month.
• They took the vehicle to a repair shop, and the quote to repair their car is $875.
• They have an auto insurance deductible of $500.

How much is this car repair going to cost Sandy and her family out of their own pocket?

Answer : $875. They don't have comprehensive car insurance, and Liability Only insurance means costs to repair the other person's car will be paid, but not their own car. So, they're left to pay the full $875.

Money Word Problem #3: Foreign Currency Mix Up

Money Lesson : How to figure out the value of a US Dollar against one of the other 168 currencies in the world.

Mingma Sherpa has been an outstanding partner for your expedition team. He's done all of his duties to help you on Everest − such as setting up your tents and cooking some of your meals − and was paid 360,908.33 Nepalese Rupees for doing so.

It is common courtesy to tip your Sherpa, especially when they've done a great job. If you were to tip Mingma 51,593.24 Nepalese Rupees, how many US Dollars would that be?

Assume that 1 US dollar = 103.186 Nepalese Rupees.

Answer : $500 US Dollars. That's 51,593.24/103.186.

I hope you've found some helpful money word problems with solutions and answers. I think these can open up some fun and helpful discussions with and between students that will help them manage their money as adults.

• Latest Posts

Amanda L. Grossman

Latest posts by amanda l. grossman ( see all ).

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Math degrees are becoming less accessible—and this is a problem for business, government and innovation

T here's a strange trend in mathematics education in England. Math is the most popular subject at A-level since overtaking English in 2014. It's taken by around 85,000 and 90,000 students a year.

But many universities—particularly lower-tariff institutions, which accept students with lower A-level grades—are recruiting far fewer students for math degrees. There's been a 50% drop in numbers of math students at the lowest tariff universities over the five years between 2017 and 2021. As a result, some universities are struggling to keep their mathematics departments open.

The total number of students studying math has remained largely static over the last decade. Prestigious Russell Group universities which require top A-level grades have increased their numbers of math students.

This trend in degree-level mathematics education is worrying. It restricts the accessibility of math degrees, especially to students from poorer backgrounds who are most likely to study at universities close to where they live . It perpetuates the myth that only those people who are unusually gifted at mathematics should study it—and that high-level math skills are not necessary for everyone else.

Research carried out in 2019 by King's College London and Ipsos found that half of the working age population had the numeracy skills expected of a child at primary school. Just as worrying was that despite this, 43% of those polled said "they would not like to improve their numeracy skills." Nearly a quarter (23%) stated that "they couldn't see how it would benefit them."

Mathematics has been fundamental in recent technological developments such as quantum computing, information security and artificial intelligence. A pipeline of more mathematics graduates from more diverse backgrounds will be essential if the UK is to remain a science and technology powerhouse into the future.

But math is also vital to a huge range of careers, including in business and government. In March 2024, campaign group Protect Pure Math held a summit to bring together experts from industry, academia and government to discuss concerns about poor math skills and the continuing importance of high-quality mathematics education.

Prior to the summit, the London Mathematical Society commissioned a survey of over 500 businesses to gauge their concerns about the potential lack of future graduates with strong mathematical skills.

They found that 72% of businesses agree they would benefit from more math graduates entering the workforce. And 75% would worry if UK universities shrunk or closed their math departments.

A 2023 report on MPs' staff found that skills in Stem subjects (science, technology, engineering and mathematics) were particularly hard to find among those who worked in Westminster. As many as 90% of those who had taken an undergraduate degree had studied humanities or social sciences. While these subject backgrounds are valuable, the lack of specialized math skills is stark.

Limited options

The mathematics department at Oxford Brookes has closed and other universities have seen recruitment reductions or other cuts. The resulting math deserts will remove the opportunity for students to gain a high-quality mathematics education in their local area. Universities should do their best to keep these departments open.

This might be possible if the way that degrees are set up changes. For many degree courses in countries such as the US and Australia, students are able to take a broad selection of subjects, from science and math subjects through to the humanities. Each are taught in their respective academic departments. This allows students to gain advanced knowledge and see how each field feeds into others.

This is scarcely possible in the UK, where students must choose a specialist and narrow degree program at aged 18.

Another possible solution would be to put core mathematics modules in degree disciplines that rely so heavily on it—such as engineering, economics, chemistry, physics, biology and computer science—and have them taught by specialist mathematicians. This would help keep mathematics departments open, while also ensuring that general mathematical literacy improves in the UK.

The relevance of mathematics and its vast range applications would be abundantly clear, better equipping every student with the necessary mathematical skills the workforce needs.

This article is republished from The Conversation under a Creative Commons license. Read the original article .

Provided by The Conversation

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Stormy Daniels Takes the Stand

The porn star testified for eight hours at donald trump’s hush-money trial. this is how it went..

This transcript was created using speech recognition software. While it has been reviewed by human transcribers, it may contain errors. Please review the episode audio before quoting from this transcript and email [email protected] with any questions.

It’s 6:41 AM. I’m feeling a little stressed because I’m running late. It’s the fourth week of Donald J. Trump’s criminal trial. It’s a white collar trial. Most of the witnesses we’ve heard from have been, I think, typical white collar witnesses in terms of their professions.

We’ve got a former publisher, a lawyer, accountants. The witness today, a little less typical, Stormy Daniels, porn star in a New York criminal courtroom in front of a jury more accustomed to the types of witnesses they’ve already seen. There’s a lot that could go wrong.

From “The New York Times,” I’m Michael Barbaro. This is “The Daily.”

Today, what happened when Stormy Daniels took the stand for eight hours in the first criminal trial of Donald J. Trump. As before, my colleague Jonah Bromwich was inside the courtroom.

[MUSIC PLAYING]

It’s Friday, May 10th.

So it’s now day 14 of this trial. And I think it’s worth having you briefly, and in broad strokes, catch listeners up on the biggest developments that have occurred since you were last on, which was the day that opening arguments were made by both the defense and the prosecution. So just give us that brief recap.

Sure. It’s all been the prosecution’s case so far. And prosecutors have a saying, which is that the evidence is coming in great. And I think for this prosecution, which is trying to show that Trump falsified business records to cover up a sex scandal, to ease his way into the White House in 2016, the evidence has been coming in pretty well. It’s come in well through David Pecker, former publisher of The National Enquirer, who testified that he entered into a secret plot with Trump and Michael Cohen, his fixer at the time, to suppress negative stories about Trump, the candidate.

It came in pretty well through Keith Davidson, who was a lawyer to Stormy Daniels in 2016 and negotiated the hush money payment. And we’ve seen all these little bits and pieces of evidence that tell the story that prosecutors want to tell. And the case makes sense so far. We can’t tell what the jury is thinking, as we always say.

But we can tell that there’s a narrative that’s coherent and that matches up with the prosecution’s opening statement. Then we come to Tuesday. And that day really marks the first time that the prosecution’s strategy seems a little bit risky because that’s the day that Stormy Daniels gets called to the witness stand.

OK, well, just explain why the prosecution putting Stormy Daniels on the stand would be so risky. And I guess it makes sense to answer that in the context of why the prosecution is calling her as a witness at all.

Well, you can see why it makes sense to have her. The hush money payment was to her. The cover-up of the hush money payment, in some ways, concerns her. And so she’s this character who’s very much at the center of this story. But according to prosecutors, she’s not at the center of the crime. The prosecution is telling a story, and they hope a compelling one. And arguably, that story starts with Stormy Daniels. It starts in 2006, when Stormy Daniels says that she and Trump had sex, which is something that Trump has always denied.

So if prosecutors were to not call Stormy Daniels to the stand, you would have this big hole in the case. It would be like, effect, effect, effect. But where is the cause? Where is the person who set off this chain reaction? But Stormy Daniels is a porn star. She’s there to testify about sex. Sex and pornography are things that the jurors were not asked about during jury selection. And those are subjects that bring up all kinds of different complex reactions in people.

And so, when the prosecutors bring Stormy Daniels to the courtroom, it’s very difficult to know how the jurors will take it, particularly given that she’s about to describe a sexual episode that she says she had with the former president. Will the jurors think that makes sense, as they sit here and try to decide a falsifying business records case, or will they ask themselves, why are we hearing this?

So the reason why this is the first time that the prosecution’s strategy is, for journalists like you, a little bit confusing, is because it’s the first time that the prosecution seems to be taking a genuine risk in what they’re putting before these jurors. Everything else has been kind of cut and dry and a little bit more mechanical. This is just a wild card.

This is like live ammunition, to some extent. Everything else is settled and controlled. And they know what’s going to happen. With Stormy Daniels, that’s not the case.

OK, so walk us through the testimony. When the prosecution brings her to the stand, what actually happens?

It starts, as every witness does, with what’s called direct examination, which is a fancy word for saying prosecutors question Stormy Daniels. And they have her tell her story. First, they have her tell the jury about her education and where she grew up and her professional experience. And because of Stormy Daniels’s biography, that quickly goes into stripping, and then goes into making adult films.

And I thought the prosecutor who questioned her, Susan Hoffinger, had this nice touch in talking about that, because not only did she ask Daniels about acting in adult films. But she asked her about writing and directing them, too, emphasizing the more professional aspects of that work and giving a little more credit to the witness, as if to say, well, you may think this or you may think that. But this is a person with dignity who took what she did seriously. Got it.

What’s your first impression of Daniels as a witness?

It’s very clear that she’s nervous. She’s speaking fast. She’s laughing to herself and making small jokes. But the tension in the room is so serious from the beginning, from the moment she enters, that those jokes aren’t landing. So it just feels, like, really heavy and still and almost oppressive in there. So Daniels talking quickly, seeming nervous, giving more answers than are being asked of her by the prosecution, even before we get to the sexual encounter that she’s about to describe, all of that presents a really discomfiting impression, I would say.

And how does this move towards the encounter that Daniels ultimately has?

It starts at a golf tournament in 2006, in Lake Tahoe, Nevada. Daniels meets Trump there. There are other celebrities there, too. They chatted very briefly. And then she received a dinner invitation from him. She thought it over, she says. And she goes to have dinner with Trump, not at a restaurant, by the way. But she’s invited to join him in the hotel suite.

So she gets to the hotel suite. And his bodyguard is there. And the hotel door is cracked open. And the bodyguard greets her and says she looks nice, this and that. And she goes in. And there’s Donald Trump, just as expected. But what’s not expected, she says, is that he’s not wearing what you would wear to a dinner with a stranger, but instead, she says, silk or satin pajamas. She asked him to change, she says. And he obliges.

He goes, and he puts on a dress shirt and dress pants. And they sit down at the hotel suite’s dining room table. And they have a kind of bizarre dinner. Trump is asking her very personal questions about pornography and safe sex. And she testifies that she teased him about vain and pompous he is. And then at some point, she goes to the bathroom. And she sees that he has got his toiletries in there, his Old Spice, his gold tweezers.

Very specific details.

Yeah, we’re getting a ton of detail in this scene. And the reason we’re getting those is because prosecutors are trying to elicit those details to establish that this is a credible person, that this thing did happen, despite what Donald Trump and his lawyers say. And the reason you can know it happened, prosecutors seem to be saying, is because, look at all these details she can still summon up.

She comes out of the bathroom. And she says that Donald Trump is on the hotel bed. And what stands out to me there is what she describes as a very intense physical reaction. She says that she blacked out. And she quickly clarifies, she doesn’t mean from drugs or alcohol. She means that, she says, that the intensity of this experience was such that, suddenly, she can’t remember every detail. The prosecution asks a question that cuts directly to the sex. Essentially, did you start having sex with him? And Daniels says that she did. And she continues to provide more details than even, I think, the prosecution wanted.

And I think we don’t want to go chapter and verse through this claimed sexual encounter. But I wonder what details stand out and which details feel important, given the prosecution’s strategy here.

All the details stand out because it’s a story about having had sex with a former president. And the more salacious and more private the details feel, the more you’re going to remember them. So we’ll remember that Stormy Daniels said what position they had sex in. We’ll remember that she said he didn’t use a condom. Whether that’s important to the prosecution’s case, now, that’s a much harder question to answer, as we’ve been saying.

But what I can tell you is, as she’s describing having had sex with Donald Trump, and Donald Trump is sitting right there, and Eric Trump, his son, is sitting behind him, seeming to turn a different color as he hears this embarrassment of his father being described to a courtroom full of reporters at this trial, it’s hard to even describe the energy in that room. It was like nothing I had ever experienced. And it was just Daniels’s testimony and, seemingly, the former President’s emotions. And you almost felt like you were trapped in there with both of them as this description was happening.

Well, I think it’s important to try to understand why the prosecution is getting these details, these salacious, carnal, pick your word, graphic details about sex with Donald Trump. What is the value, if other details are clearly making the point that she’s recollecting something?

Well, I think, at this point, we can only speculate. But one thing we can say is, this was uncomfortable. This felt bad. And remember, prosecutor’s story is not about the sex. It’s about trying to hide the sex. So if you’re trying to show a jury why it might be worthwhile to hide a story, it might be worth —

Providing lots of salacious details that a person would want to hide.

— exposing them to how bad that story feels and reminding them that if they had been voters and they had heard that story, and, in fact, they asked Daniels this very question, if you hadn’t accepted hush money, if you hadn’t signed that NDA, is this the story you would have told? And she said, yes. And so where I think they’re going with this, but we can’t really be sure yet, is that they’re going to tell the jurors, hey, that story, you can see why he wanted to cover that up, can’t you?

You mentioned the hush money payments. What testimony does Daniels offer about that? And how does it advance the prosecution’s case of business fraud related to the hush money payments?

So little evidence that it’s almost laughable. She says that she received the hush money. But we actually already heard another witness, her lawyer at the time, Keith Davidson, testify that he had received the hush money payment on her behalf. And she testified about feeling as if she had to sell this story because the election was fast approaching, almost as if her leverage was slipping away because she knew this would be bad for Trump.

That feels important. But just help me understand why it’s important.

Well, what the prosecution has been arguing is that Trump covered up this hush money payment in order to conceal a different crime. And that crime, they say, was to promote his election to the presidency by illegal means.

Right, we’ve talked about this in the past.

So when Daniels ties her side of the payment into the election, it just reminds the jurors maybe, oh, right, this is what they’re arguing.

So how does the prosecution end this very dramatic, and from everything you’re saying, very tense questioning of Stormy Daniels about this encounter?

Well, before they can even end, the defense lawyers go and they consult among themselves. And then, with the jury out of the room, one of them stands up. And he says that the defense is moving for a mistrial.

On what terms?

He says that the testimony offered by Daniels that morning is so prejudicial, so damning to Trump in the eyes of the jury, that the trial can no longer be fair. Like, how could these jurors have heard these details and still be fair when they render their verdict? And he says a memorable expression. He says, you can’t un-ring that bell, meaning they heard it. They can’t un-hear it. It’s over. Throw out this trial. It should be done.

Wow. And what is the response from the judge?

So the judge, Juan Merchan, he hears them out. And he really hears them out. But at the end of their arguments, he says, I do think she went a little too far. He says that. He said, there were things that were better left unsaid.

By Stormy Daniels?

By Stormy Daniels. And he acknowledges that she is a difficult witness. But, he says, the remedy for that is not a mistrial, is not stopping the whole thing right now. The remedy for that is cross-examination. If the defense feels that there are issues with her story, issues with her credibility, they can ask her whatever they want. They can try to win the jury back over. If they think this jury has been poisoned by this witness, well, this is their time to provide the antidote. The antidote is cross-examination. And soon enough, cross-examination starts. And it is exactly as intense and combative as we expected.

We’ll be right back.

So, Jonah, how would you characterize the defense’s overall strategy in this intense cross-examination of Stormy Daniels?

People know the word impeach from presidential impeachments. But it has a meaning in law, too. You impeach a witness, and, specifically, their credibility. And that’s what the defense is going for here. They are going to try to make Stormy Daniels look like a liar, a fraud, an extortionist, a money-grubbing opportunist who wanted to take advantage of Trump and sought to do so by any means necessary.

And what did that impeachment strategy look like in the courtroom?

The defense lawyer who questions Stormy Daniels is a woman named Susan Necheles. She’s defended Trump before. And she’s a bit of a cross-examination specialist. We even saw her during jury selection bring up these past details to confront jurors who had said nasty things about Trump on social media with. And she wants to do the same thing with Daniels. She wants to bring up old interviews and old tweets and things that Daniels has said in the past that don’t match what Daniels is saying from the stand.

What’s a specific example? And do they land?

Some of them land. And some of them don’t. One specific example is that Necheles confronts Daniels with this old tweet, where Daniels says that she’s going to dance down the street if Trump goes to jail. And what she’s trying to show there is that Daniels is out for revenge, that she hates Trump, and that she wants to see him go to jail. And that’s why she’s testifying against him.

And Daniels is very interesting during the cross-examination. It’s almost as if she’s a different person. She kind of squares her shoulders. And she sits up a little straighter. And she leans forward. Daniels is ready to fight. But it doesn’t quite land. The tweet actually says, I’ll dance down the street when he’s selected to go to jail.

And Daniels goes off on this digression about how she knows that people don’t get selected to go to jail. That’s not how it works. But she can’t really unseat this argument, that she’s a political enemy of Donald Trump. So that one kind of sticks, I would say. But there are other moves that Necheles tries to pull that don’t stick.

So unlike the prosecution, which typically used words like adult, adult film, Necheles seems to be taking every chance she can get to say porn, or pornography, or porn star, to make it sound base or dirty. And so when she starts to ask Daniels about actually being in pornography, writing, acting, and directing sex films, she tries to land a punch line, Necheles does. She says, so you have a lot of experience making phony stories about sex appear to be real, right?

As if to say, perhaps this story you have told about entering Trump’s suite in Lake Tahoe and having sex with him was made up.

Just another one of your fictional stories about sex. But Daniels comes back and says, the sex in the films, it’s very much real, just like what happened to me in that room. And so, when you have this kind of combat of a lawyer cross-examining very aggressively and the witness fighting back, you can feel the energy in the room shift as one lands a blow or the other does. But here, Daniels lands one back. And the other issue that I think Susan Necheles runs into is, she tries to draw out disparities from interviews that Daniels gave, particularly to N-TOUCH, very early on once the story was out.

It’s kind of like a tabloid magazine?

But some of the disparities don’t seem to be landing quite like Necheles would want. So she tries to do this complicated thing about where the bodyguard was in the room when Daniels walked into the room, as described in an interview in a magazine. But in that magazine interview, as it turns out, Daniels mentioned that Trump was wearing pajamas. And so, if I’m a juror, I don’t care where the bodyguard is. I’m thinking about, oh, yeah, I remember that Stormy Daniels said now in 2024 that Trump was wearing pajamas.

I’m curious if, as somebody in the room, you felt that the defense was effective in undermining Stormy Daniels’s credibility? Because what I took from the earlier part of our conversation was that Stormy Daniels is in this courtroom on behalf of the prosecution to tell a story that’s uncomfortable and has the kind of details that Donald Trump would be motivated to try to hide. And therefore, this defense strategy is to say, those details about what Trump might want to hide, you can’t trust them. So does this back and forth effectively hurt Stormy Daniels’s credibility, in your estimation?

I don’t think that Stormy Daniels came off as perfectly credible about everything she testified about. There are incidents that were unclear or confusing. There were things she talked about that I found hard to believe, when she, for instance, denied that she had attacked Trump in a tweet or talked about her motivations. But about what prosecutors need, that central story, the story of having had sex with him, we can’t know whether it happened.

But there weren’t that many disparities in these accounts over the years. In terms of things that would make me doubt the story that Daniels was telling, details that don’t add up, those weren’t present. And you don’t have to take my word for that, nor should you. But the judge is in the room. And he says something very, very similar.

What does he say? And why does he say it?

Well, he does it when the defense, again, at the end of the day on Thursday, calls for a mistrial.

With a similar argument as before?

Not only with a similar argument as before, but, like, almost the exact same argument. And I would say that I was astonished to see them do this. But I wasn’t because I’ve covered other trials where Trump is the client. And in those trials, the lawyers, again and again, called for a mistrial.

And what does Judge Marchan say in response to this second effort to seek a mistrial?

Let me say, to this one, he seems a little less patient. He says that after the first mistrial ruling, two days before, he went into his chambers. And he read every decision he had made about the case. He took this moment to reflect on the first decision. And he found that he had, in his own estimation, which is all he has, been fair and not allowed evidence that was prejudicial to Trump into this trial. It could continue. And so he said that again. And then he really almost turned on the defense. And he said that the things that the defense was objecting to were things that the defense had made happen.

He says that in their opening statement, the defense could have taken issue with many elements of the case, about whether there were falsified business records, about any of the other things that prosecutors are saying happened. But instead, he says, they focused their energy on denying that Trump ever had sex with Daniels.

And so that was essentially an invitation to the prosecution to call Stormy Daniels as a witness and have her say from the stand, yes, I had this sexual encounter. The upshot of it is that the judge not only takes the defense to task. But he also just says that he finds Stormy Daniels’s narrative credible. He doesn’t see it as having changed so much from year to year.

Interesting. So in thinking back to our original question here, Jonah, about the idea that putting Stormy Daniels on the stand was risky, I wonder if, by the end of this entire journey, you’re reevaluating that idea because it doesn’t sound like it ended up being super risky. It sounded like it ended up working reasonably well for the prosecution.

Well, let me just assert that it doesn’t really matter what I think. The jury is going to decide this. There’s 12 people. And we can’t know what they’re thinking. But my impression was that, while she was being questioned by the prosecution for the prosecution’s case, Stormy Daniels was a real liability. She was a difficult witness for them.

And the judge said as much. But when the defense cross-examined her, Stormy Daniels became a better witness, in part because their struggles to discredit her may have actually ended up making her story look more credible and stronger. And the reason that matters is because, remember, we said that prosecutors are trying to fill this hole in their case. Well, now, they have. The jury has met Stormy Daniels. They’ve heard her account. They’ve made of it what they will. And now, the sequence of events that prosecutors are trying to line up as they seek prison time for the former President really makes a lot of sense.

It starts with what Stormy Daniels says with sex in a hotel suite in 2006. It picks up years later, as Donald Trump is trying to win an election and, prosecutors say, suppressing negative stories, including Stormy Daniels’s very negative story. And the story that prosecutors are telling ends with Donald Trump orchestrating the falsification of business records to keep that story concealed.

Well, Jonah, thank you very much. We appreciate it.

Of course, thanks for having me.

The prosecution’s next major witness will be Michael Cohen, the former Trump fixer who arranged for the hush money payment to Stormy Daniels. Cohen is expected to take the stand on Monday.

Here’s what else you need to know today. On Thursday, Israeli Prime Minister Benjamin Netanyahu issued a defiant response to warnings from the United States that it would stop supplying weapons to Israel if Israel invades the Southern Gaza City of Rafah. So far, Israel has carried out a limited incursion into the city where a million civilians are sheltering, but has threatened a full invasion. In a statement, Netanyahu said, quote, “if we need to stand alone, we will stand alone.”

Meanwhile, high level ceasefire negotiations between Israel and Hamas have been put on hold in part because of anger over Israel’s incursion into Rafah.

A reminder, tomorrow, we’ll be sharing the latest episode of our colleague’s new show, “The Interview” This week on “The Interview,” Lulu Garcia-Navarro talks with radio host Charlamagne Tha God about his frustrations with how Americans talk about politics.

If me as a Black man, if I criticize Democrats, then I’m supporting MAGA. But if I criticize, you know, Donald Trump and Republicans, then I’m a Democratic shill. Why can’t I just be a person who deals in nuance?

Today’s episode was produced by Olivia Natt and Michael Simon Johnson. It was edited by Lexie Diao, with help from Paige Cowett, contains original music by Will Reid and Marion Lozano, and was engineered by Alyssa Moxley. Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly.

That’s it for “The Daily.” I’m Michael Barbaro. See you on Monday.

• May 13, 2024   •   27:46 How Biden Adopted Trump’s Trade War With China
• May 10, 2024   •   27:42 Stormy Daniels Takes the Stand
• May 9, 2024   •   34:42 One Strongman, One Billion Voters, and the Future of India
• May 8, 2024   •   28:28 A Plan to Remake the Middle East
• May 7, 2024   •   27:43 How Changing Ocean Temperatures Could Upend Life on Earth
• May 6, 2024   •   29:23 R.F.K. Jr.’s Battle to Get on the Ballot
• May 3, 2024   •   25:33 The Protesters and the President
• May 2, 2024   •   29:13 Biden Loosens Up on Weed
• May 1, 2024   •   35:16 The New Abortion Fight Before the Supreme Court
• April 30, 2024   •   27:40 The Secret Push That Could Ban TikTok
• April 29, 2024   •   47:53 Trump 2.0: What a Second Trump Presidency Would Bring
• April 26, 2024   •   21:50 Harvey Weinstein Conviction Thrown Out

Hosted by Michael Barbaro

Featuring Jonah E. Bromwich

Produced by Olivia Natt and Michael Simon Johnson

Edited by Lexie Diao

With Paige Cowett

Original music by Will Reid and Marion Lozano

Engineered by Alyssa Moxley

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

This episode contains descriptions of an alleged sexual liaison.

What happened when Stormy Daniels took the stand for eight hours in the first criminal trial of former President Donald J. Trump?

Jonah Bromwich, one of the lead reporters covering the trial for The Times, was in the room.

On today’s episode

Jonah E. Bromwich , who covers criminal justice in New York for The New York Times.

Background reading

In a second day of cross-examination, Stormy Daniels resisted the implication she had tried to shake down Donald J. Trump by selling her story of a sexual liaison.

Here are six takeaways from Ms. Daniels’s earlier testimony.

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, Mike 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, John Ketchum, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Dan Farrell, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Summer Thomad, 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, Renan Borelli, Maddy Masiello, Isabella Anderson and Nina Lassam.

Jonah E. Bromwich covers criminal justice in New York, with a focus on the Manhattan district attorney’s office and state criminal courts in Manhattan. More about Jonah E. Bromwich

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Chicago chefs Beverly Kim and Johnny Clark on the high price of living the dream

Parachute, their beloved dining gem in avondale, is dead. but the pioneering duo have set their sights on what comes next..

Chefs and husband-and-wife team Beverly Kim and Johnny Clark owned the Avondale restaurant Parachute, which shuttered earlier this year after 10 years of serving refined takes on Korean cuisine.

Jamie Kelter Davis/For WBEZ

As Chicago icons go, Bing Bread might be right up there with Michigan Avenue and Wrigley Field — at least to people obsessed with eating, which, in this town, is legion.

If you never got a taste, the dish, invented at Parachute, a 50-seat restaurant in Avondale, is an adaptation of a traditional Chinese scallion pancake rendered deliciously unrecognizable. The round, yeasted loaf is fortified with potato and cheese, stuffed with bacon, sprinkled with sesame seeds and baked to a mahogany shellac. Slather with sour cream butter to thy heart’s content.

Parachute brought Bing back for a last dance on the restaurant’s closing night .

“We definitely sold a lot,” said Beverly Kim, Parachute’s chef and owner with her husband, Johnny Clark, also a chef. (Thirty-five piping-hot loaves went to tables that day.) “It was fun. But I remember how much work it was, too.”

“The universe is just telling me that it’s time for change. What worked 10 years ago might not work now. What people have experienced in the past five years, you know, it’s been a lot,” says Beverly Kim, of the decision to close Parachute.

Jamie Kelter Davis

Parachute closed its doors for good on March 23, after 10 years of serving refined takes on Korean cuisine.

In the weeks since shuttering their beloved first born, Kim and Clark have cried, taken stock and announced their comeback: Parachute Hi-Fi. Their former restaurant, at 3500 N. Elston Ave., will be reimagined as a casual “music bar” with creative cocktails and pizza puffs, slated to open in summer.

The other part of the plan, still under wraps, is to reopen Parachute downtown.

Kim and Clark won’t reveal much, but they will say that the new Parachute will be big . It has to be big. And therein lies the conundrum of the chef-driven independent restaurant these days. To stay alive, it’s cost-trimming pizza puffs or a glitzy, major investment with prices to match. Kim and Clark are going for both.

• Parachute Hi-Fi set opening this summer from chefs Beverly Kim, Johnny Clark
• Parachute restaurant going on ‘hiatus’ after 10 years

“The universe is just telling me that it’s time for change,” said the petite 44-year-old Kim in March, two days before Parachute’s final day of service. “What worked 10 years ago might not work now. What people have experienced in the past five years, you know, it’s been a lot.”

Which is to say nothing about what the restaurant industry has experienced: Nearly 3.7 million jobs evaporated between February and April 2020 as the COVID shutdowns hit. Thousands of full-service restaurants shuttered, never to return. The industry was in “free fall,” as the National Restaurant Association told Congress in its plea for help at the end of that year.

Today, the restaurant industry has more or less bounced back: 12.3 million people are employed by the sector, roughly the same as in 2019, according to Labor Department statistics. Datassential, a food-industry market-research firm, told Crain’s that in Chicago more restaurants opened than closed in 2023 through October — 910, compared to 849. The NRA, the sector’s trade group, forecasts that U.S. restaurants will this year top a record $1 trillion in sales, up 5% from 2023.

But the recovery favored fast-food chains over sit-down restaurants, according to industry data. And small independent restaurants — ones often owned by the chef in the kitchen or by generations of a family — are struggling to adjust to skyrocketing labor costs, as detailed in recent reporting by The Wall Street Journal. Here, chef-owned independents, arguably the reason for Chicago’s reputation as a great dining city, are feeling the strain like never before.

The indie restaurant’s ‘math problem’

Parachute closed because, Clark said, the long hours and meager payouts became untenable, and the couple realized they needed a business that could sustain their family for the next 10 years.

“The margin is too thin to nothing,” Clark said of Parachute’s revenue-to-cost ratio. Before the pandemic, the restaurant could pull in a healthy 12% profit margin; by the end, it was more like 1%.

He cited today’s fast-rising wages, a scarcity of workers and much higher food costs. Clark noted that people also seem to have lost their appetite for late dining: Parachute’s “third turn” — a restaurant’s last seating that starts around 9 p.m. — had practically ceased to exist.

“It got to the point where Beverly and I were working for free for years,” Clark said. “It’s a math problem. We just have to fix the equation.”

Reopening Parachute closer to downtown is their attempt to adjust the math. The West Loop, convenient for tourists, is a target. Clark said that just getting anyone’s attention is a challenge these days. “You almost need a piece of culture to get people to come out,” he said. “A special guest, Restaurant Week, guest chef. Food alone doesn’t do it.”

“We’re at the point in our lives where it all is coming to a head for us. We have three children who are very young, so we’re still in major provider mode,” Kim said. The couple’s three sons are 14, 7 and 4.

“Our goal is to make these places work for us. I feel like we can’t work any harder. So we need to work smarter,” she said. “You have to take a step back and think: OK, how are we going to actually, like, do the next 10 years?”

“Such a small staff, so little money”

The exterior of the Ukrainian restaurant Anelya, owned by Beverly Kim and Johnny Clark. The eatery is named after Clark’s Ukrainian grandmother and run mostly by women cooks from Ukraine.

Restaurants come, restaurants go. And Parachute, admirers will tell you, had a great run.

Kim and Clark’s second restaurant, Wherewithall, earned enthusiastic reviews for its farm-to-table menu. From 2019 to 2023, it lived through the full pandemic cycle of catastrophe. Last October, the couple opened Anelya, named after Clark’s Ukrainian grandmother and run mostly by women cooks from Ukraine, in the same space.

Andrew Friedman, who wrote a book about Wherewithall , published only a few months after the restaurant closed, said there’s far more competition today, compared to the era when lumbering, old-school steakhouses reigned in Chicago.

“I think the dining public kind of treats restaurants the way they treat movies,” said Friedman, who regularly interviews chefs in his long-running podcast. “If they see it, it’s checked off their list. If they loved it, maybe they’ll go see it again and bring some friends. But [restaurants] have become a little disposable.”

With social media fueling warp-speed trends, every buzz-generating novelty helps. John’s Food and Wine in Lincoln Park has sparked curiosity in its self-service model: Diners step up to order as they would at a McDonald’s, then sit to receive a dish that is a far cry from Chicken McNuggets. More like, duck breast with charred radicchio and date and shallot jam ($47).

Owners Adam McFarland and Tom Rogers, also the restaurant’s chefs, have said their counter-service system is designed to address the stiff competition for experienced workers. They eliminated wait staff but still charge a 20% mandatory service fee that is distributed among all hourly staffers, including cooks, the roaming sommelier, bartenders and dishwashers. Line cooks at John’s earn $31 an hour.

Kim and Clark seem to be testing a new strategy: The accessible neighborhood bar concept will have lower food costs and thus lower prices; the high-end downtown restaurant will allow them to create an experience that warrants big-ticket pricing. In other words, exit the difficult middle ground.

Parachute Hi-Fi’s hook is music and curated DJ nights, the “piece of culture” that Kim and Clark hope will draw people to come out.

“You need to be able to dance. To get lost in music. It’s like a release,” Kim said. “We’ll provide the food and the drinks that match that fun vibe.”

As for the bigger, splashier Parachute, investors will help fund the venture, injecting the capital needed to scale up. Kim hints at top-grade fish flown in from the Toyosu market in Japan, a private dining room and special equipment to make dishes with a wow factor. “That you’re like, Wow! They went full out!” she said. “For Parachute, I want to go as big as I can.”

It’s the sky or bust.