Try a Money Bee for a "Change"

Which coins do you need? Scholars are faced with a challenge: using only three coins they must find the exact amount needed for six items. The coins are standard US currency and are pictured at the top, however their value is not listed....

In this mathematics worksheet, 1st graders identify what coins can be used to buy a toy train. Then they count out how much money is given and write that amount in cents. Students also trace or draw the coins to match each price listed.

How should a cashier stock a cash register with coins? Learners use mathematical modeling and expected value to determine how many rolls of coins of each type they should place in a cash register.

This dreamy resource has little ones computing the change on the purchase of an ice cream cone. Mia describes each step in two methods: subtraction of decimals and counting up from the sale price.

Mathematicians answer five word problems in an interactive practice all about repaying money using division. A calendar and moveable dollar bills aides participants in finding solutions to multiple-choice, fill-in-the-blank, and...

Nine questions—multiple choice and fill in the blank—challenge mathematicians to solve money word problems. Looking closely at prices, scholars use a formula to identify percent increases and decreases based on an original and new price....

Who said life was fair? An interactive uses an area diagram to represent the probabilities of flipping unfair coins. Pupils use the diagram to calculate the probabilities of outcomes of flipping the two coins. The scholars must decide...

Graphs are useful for many things, including seeing how much money you can make. Individuals create a graph of earnings from a job based on the number of hours. They determine the domain and range of the graph and answer challenge...

We'd all like to see our money double. An interactive shows how an initial investment of $1,000 will increase using a constant rate of return. Scholars answer a set of challenge questions based on the situation.

Generate stacks of money. Given bills of different denominations, pupils stack them based on their values. The learners figure out which value is the mode of the data and determine whether the data is unimodal, bimodal, or multimodal.