Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

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

Geometry and measure

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

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Pocket Money

Age 11 to 14
Challenge Level Yellow star
Secondary curriculum
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

Pocket Money printable sheet


Imagine your family agreed to give you some pocket money every day for a month! You can choose from the following options:

  1. £10 every day
  2. £3 on the first day, £3.50 on the second, £4 on the third, and so on, increasing by 50p per day
  3. 1p on the first day, 2p on the second, 4p on the third, and so on, doubling each day.

Without doing any working out, which one would you choose, and why?

In a month with 31 days, how much money would you have by the end of the month, under each system? You may wish to explore using a spreadsheet...

Here are some questions you might like to consider:
In which months would option 1 be better than option 2?
If your family stopped your pocket money on day 8, which option would give you the most?
On which day of the month does option 3 become the most fruitful?
If you chose option 3, how many days would it be before you became a millionaire?

You may also like

Days and Dates

Investigate how you can work out what day of the week your birthday will be on next year, and the year after...

Summing Consecutive Numbers

15 = 7 + 8 and 10 = 1 + 2 + 3 + 4. Can you say which numbers can be expressed as the sum of two or more consecutive integers?

Paving Paths

How many different ways can I lay 10 paving slabs, each 2 foot by 1 foot, to make a path 2 foot wide and 10 foot long from my back door into my garden, without cutting any of the paving slabs?

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo