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Maths Problems with Answers for Grade 5

Grade 5 maths problems with answers are presented. Also Solutions and explanations are included.

• Three toy cars and 4 toy trains cost $18. Two toy cars and 3 toy trains cost $13. What is the price of one toy car and the price of one toy train if both prices are whole numbers of Dollars? (Hint: Use a table) Solution
• 450 chocolate bars
• 4 hours and 30 minutes
• 11,800 TV sets
• Tom: 22 , Bob: 27
• same time , 12 minutes
• Jim: 5 years , Carla: 10 years , Tomy: 16 years
• 10,080 minutes
• 700 meters squared
• 114 centimeters squared
• one toy car costs $2 and 1 toy train costs $3.

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Primary Maths (grades 4 and 5) with Free Questions and Problems With Answers Middle School Maths (grades 6,7,8 and 9) with Free Questions and Problems With Answers High School Maths (Grades 10, 11 and 12) - Free Questions and Problems With Answers

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• Math Word Problems with Solutions and Explanations for Grade 5
• Primary Math (Grades 4 and 5) - Free Questions and Problems With Answers
• Grade 6 Math word Problems With Answers
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• Add Fractions and Mixed Numbers - Examples and Questions with Answers (Grade 5)

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CHALLENGE ZONE 5th Grade Math Problems

Welcome to our 5th Grade Math Problems. Here you will find our range of challenging math problem worksheets which are designed to give children the opportunity to apply their skills and knowledge to solve a range of longer problems.

These problems are also a great way of developing perseverance and getting children to try different approaches in their math.

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5th Grade Math Problems

Here you will find a range of problem solving worksheets.

The 5th grade math problems on the sheets are longer math problems designed to encourage children to use a range of math skills to solve them.

The skills the problems will help to develop include:

• systematic working
• logical thinking
• number fact knowledge
• fraction problems
• trial and improvement strategies
• working backwards
• working systematically
• searching for all possible answers.

At fifth grade, the problems are more advanced with children needing to become more systematic in their approach and experimenting using trial and improvement strategies.

Many of the problems have addition 'What if ...' questions with them to extend learning and get children looking for alternative solutions.

These sheets are great for extending learning for more able mathematicians, or using in a whole class problem solving lesson.

• 5th Grade Math Word Problems
• Bertie's Big Win

Bertie's Big Win is a problem involving both money and fractions which can be worked backwards. The aim of the problem is to work out how much money Bertie started with from the clue that are given.

• PDF version
• Fox vs Rabbit #2

Fox vs Rabbit is an activity involving mathematical modelling of a fox chasing a rabbit. The rabbit has a head-start, but the fox is faster. The aim is to find out when the fox will catch the rabbit, and whether or not the rabbit has time to reach his burrow.

• 1..2..3..4.. Challenge

The 1..2..3..4.. Challengs is a number problem involving using the numbers 1, 2, 3 and 4 along with arithmetic operators to make the numbers from 1 to 20. It is great for practicing PEMDAS and getting children to persevere and develop their mental arithmetic skills.

There are 2 versions of the problem sheet, one with a pre-prepared template for filling in, and a second blank version for children to show their own recording system.

• Blank version
• Frazer's Wall #2

Frazer's Wall #2 is a fraction problem solving activity which involves trying to work out the number of bricks that were laid in each day to find out how long it would take to make a wall. This problem is best solved by using a table or working it out one day at a time.

• Millenary Math

Millenary Math is a time problem involving what the time will be in a thousand years/weeks/hours/minutes, etc. It is a good activity for converting units of time and knowing facts like how many days are in each month. There is no answer sheet, as the activity involves using the current time.

• Sally's Fruit Punch #3

Sally's Fruit Punch is a money and scaling activity. The aim is to use the information to work out how much ingredients are needed. The ingredients then need to be priced to work out a total cost.

• Sally's Fruit Punch #3 UK Version
• Share the Treasure #5

Share the Treasure is a fraction sharing activity where the aim is to work backwards to find out how many bars of treasure the pirates had before they shared them all out. It is a good activity for developing fraction problem solving and working backwards.

• Something Fishy #2

Something Fishy is a money problem which involves working out exactly how many of each fish were bought in order to have spent a fixed amount of money on the fish. It is a good activity for using lists and tables to find all possibilities. It is also great for perseverance!

• Something Fishy #2 UK Version
• The Five Primes

The Five Primes is a number activity involving finding five primes with different totals. It is a good activity for learning prime numbers up to 30, and also for working systematically.

• The Rock Race #3

The Rock Race is a 5th grade math problem which needs some perseverance to complete. The aim of the activity is to try different routes around the 6 rocks to determine which route is the shortest.

• Who Chose Which?

Who Chose Which is a logical number activity where you need to use the clues to work out which numbers each of the salamanders chose.

• Birthday Bonanza

Birthday Bonanza is a logic problem which requires logical thinking to work out who got which present and how old each of them was.

• Number Totals Investigation

Number Totals Investigation is a PEMDAS number task which involves using 3 digits and operations to make the largest or smallest possible total.

Looking for some easier math problems?

We have a range of easier word problems on our 4th grade math problems page.

The problems on this page are at a simpler level than those here.

Many of the problems, e.g. Share the Treasure, The Rock Race, Something Fishy have easier versions on this page.

• 4th Grade Math Problems

Looking for some more fifth grade math word problems?

Here you will find our selection of free 5th grade math word problems.

Each sheet is availabel in both standard and metric units (where applicable).

Each sheet comes complete with a separate answer sheet.

All the problems are based around 'real life' such as the planets, heights of mountains, or length of rivers.

Using these sheet will help your child to:

• apply their addition, subtraction, multiplication and division skills;
• apply their knowledge of rounding and place value;
• solve a range of problems including "real life" problems and ratio problems.

All the worksheets help to support Elementary math benchmarks.

• 5th Grade Math Puzzles

Here you will find a range of printable 5th grade math puzzles for your child to enjoy.

The puzzles will help your child practice and apply their addition, subtraction, multiplication and division facts as well as developing their thinking and reasoning skills in a fun and engaging way.

Using these puzzles will help your child to:

• learn and practice their addition facts, including decimals;
• practice their subtraction facts, including decimals;
• practice and apply multiplication and division facts;
• develop problem solving skills and reasoning.

All the puzzles support elementary math benchmarks for 5th grade.

Fifth Grade Math Games

Here you will find a range of free printable 5th Grade Math games.

All children like to play Math games, and you will find a good range of Grade 5 Math Games here for your child to play and enjoy.

The following games involve different 5th Grade Math activities which you and your child can enjoy together.

All the free 5th Grade Math Worksheets in this section follow the Elementary Math Benchmarks for Grade 5.

• Math Games 5th Grade

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The Math Salamanders hope you enjoy using these free printable Math worksheets and all our other Math games and resources.

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Unit 1: Decimal place value

Unit 2: add decimals, unit 3: subtract decimals, unit 4: add and subtract fractions, unit 5: multi-digit multiplication and division, unit 6: multiply fractions, unit 7: divide fractions, unit 8: multiply decimals, unit 9: divide decimals, unit 10: powers of ten, unit 11: volume, unit 12: coordinate plane, unit 13: algebraic thinking, unit 14: converting units of measure, unit 15: line plots, unit 16: properties of shapes.

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Fifth Grade Math Worksheets

Free & printable grade 5 math worksheets.

Our grade 5 math worksheets cover the 4 operations, fractions and decimals at a greater level of difficulty than previous grades. We also introduce variables and expressions into our word problem worksheets .  

Choose your grade 5 topic:

4 operations.

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5 Essential Problem Solving Techniques

• Critical Thinking

In the first post in this series, I talked about the difference between solving problems and problem solving. This week, I will continue my series on problem solving and share five essential problem solving techniques for your problem solving routines.

A strong problem-solving routine is essential for helping students develop their problem-solving strategy toolboxes. Over the years, I have used a variety of routines that have helped my students develop problem-solving strategies and critical thinking skills. (Read more about my favorite routine here !) Through a lot of trial and error, I found several routines that worked well for my students. (I will share more about them next week!) Today, I want to share some trade secrets with you to help you get the most from your problem-solving routines with five essential problem-solving techniques.

Five Essential Problem Solving Techniques

1. share student thinking and strategies..

This is essential! I can’t tell you how many times I have seen teachers give a great problem solving or critical thinking task and then never allow students to share their responses. Sometimes, our students are the best teachers and they can get a message across when we struggle to do so. Also, providing an opportunity for students to talk to other students about their thinking increases math vocabulary and builds communication skills.

After students have had an opportunity to share their thinking with a group member or partner, I encourage you to discuss the task as a class. This gives the teacher an opportunity to reiterate correct thinking, modify incorrect thinking, ask questions, build math vocabulary, and increase students’ communication skills.

Read more about getting started with math talk in the classroom here .

2. Solve non-routine problems.

In an earlier blog post, I emphasized the importance of using non-routine problems with students. Not only are students typically more engaged, but students have the opportunity to use strategies beyond writing an equation/number sentence or drawing a picture. If you’re interested in some fun, non-routine tasks, please check out my Solve It! Friday page.

One of the things many people say they love about math is the fact that there is a right and wrong answer. While there certainly are wrong answers, sometimes, there can be more than one right answer. These types of tasks really stretch some kids’ thinking. They also provide a natural venue for discussion. Students can debate the answers only to discover that more than one works!

3. Discuss efficiency.

During problem-solving experiences, students will often use beautiful and complicated solution strategies to solve problems. While we want to encourage outside-of-the-box thinking, we also want students to attend to efficiency. One way to do this is to have several students share their solutions. They can then discuss what strategies are best for specific types of problems. When discussing difficulty becomes a regular part of your routine, students will begin to utilize their problem-solving strategies in a way that not only gets them to the correct answer but also using an efficient method.

4. Make connections.

Recently, I wrote about making connections as part of my Summer PD series. Read it here ! When students make connects, it deepens their understanding of other content and skills. One way to do this is to connect the problem-solving task to grade-level content and skills. Another way is to have students represent problems in a variety of ways, i.e. pictures, numbers, words, or equations. Each representation is crafted in a specific way, so being able to translate words into an equation or numbers into a picture is a big skill that has many benefits.

5. Use “high ceiling, low floor tasks.”

The term “high ceiling, low floor” refers to a task having multiple entry points to allow all students a way to access the task; however, it also includes ways to extend the tasks for those students who are ready for more of a challenge. These types of tasks increase participation because students can participate at a level that is comfortable for them. Students are also able to showcase what they can do instead of what they are unable to do. Even better, these tasks provide instant opportunities for differentiation because all students can participate in a way that allows them to be most successful.

Using a regular problem-solving routine can help students develop the tools necessary to be powerful thinkers of mathematics; however, in order to get the most from the routines, certain problem-solving techniques must be included. While you may not want to add all of the above techniques to your routine, I encourage you to commit to adding one or two of them this year. I highly recommended starting with “sharing student thinking and strategies.” It’s probably the most important technique of all of the problem-solving routines. It will get you the most bang for your buck!

Sound Off! How do get the most from your problem-solving routine? Which problem-solving techniques do you think are most important?

Shametria Routt Banks

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3 Responses

Hi, can you provide an example of a high ceiling, low floor task? Thank you!

Hi Jen! Great question! The high ceiling, low floor tasks give all students a chance to engage in the task but have places to go to extend the learning for students. One problem that comes to mind is a task where students are asked to find combinations of numbers to achieve a goal, like the following problem: Farmer Brown’s niece Angie is in charge of her uncle’s farm while he is on vacation. He gave her strict instructions to make sure none of the animals ran away. When Angie counted the pigs and chickens, she counted 32 legs. How many pigs and chickens did she count? All students should be able to determine a combination of pigs and chickens; however, what if I added a new condition to say: Angie counted a total of 12 animals. This changes the level of rigor because students are now looking for a specific combination. Some students will struggle with this but others may be ready to tackle it; so, using tasks that have a high-ceiling allow for this flexibility. Check out more high ceiling, low floor tasks here: https://www.youcubed.org/task-grades/low-floor-high-ceiling/ .

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• \mathrm{Lauren's\:age\:is\:half\:of\:Joe's\:age.\:Emma\:is\:four\:years\:older\:than\:Joe.\:The\:sum\:of\:Lauren,\:Emma,\:and\:Joe's\:age\:is\:54.\:How\:old\:is\:Joe?}
• \mathrm{Kira\:went\:for\:a\:drive\:in\:her\:new\:car.\:She\:drove\:for\:142.5\:miles\:at\:a\:speed\:of\:57\:mph.\:For\:how\:many\:hours\:did\:she\:drive?}
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• How do you solve word problems?
• To solve word problems start by reading the problem carefully and understanding what it's asking. Try underlining or highlighting key information, such as numbers and key words that indicate what operation is needed to perform. Translate the problem into mathematical expressions or equations, and use the information and equations generated to solve for the answer.
• How do you identify word problems in math?
• Word problems in math can be identified by the use of language that describes a situation or scenario. Word problems often use words and phrases which indicate that performing calculations is needed to find a solution. Additionally, word problems will often include specific information such as numbers, measurements, and units that needed to be used to solve the problem.
• Is there a calculator that can solve word problems?
• Symbolab is the best calculator for solving a wide range of word problems, including age problems, distance problems, cost problems, investments problems, number problems, and percent problems.
• What is an age problem?
• An age problem is a type of word problem in math that involves calculating the age of one or more people at a specific point in time. These problems often use phrases such as 'x years ago,' 'in y years,' or 'y years later,' which indicate that the problem is related to time and age.

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• Middle School Math Solutions – Simultaneous Equations Calculator Solving simultaneous equations is one small algebra step further on from simple equations. Symbolab math solutions...

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Are ‘Forever Chemicals’ a Forever Problem?

The environmental protection agency says “forever chemicals” must be removed from tap water. but they lurk in much more of what we eat, drink and use..

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.

From “The New York Times,” I’m Sabrina Tavernise. And this is “The Daily.”

[THEME MUSIC]

This month for the first time, the Environmental Protection Agency began to regulate a class of synthetic chemicals, known as forever chemicals, in America’s drinking water. But the chemicals, which have been linked to liver disease and other serious health problems, are in far more than just our water supply. Today, my colleague Kim Tingley explains.

It’s Wednesday, April 17.

So Kim, any time the EPA announces a regulation, I think we all sort of take notice because implicit in it is this idea that we have been exposed to something — something bad, potentially, lead or asbestos. And recently, the EPA is regulating a type of chemical known as PFAS So for those who don’t know, what are PFAS chemicals

Yeah, so PFAS stands for per and polyfluoroalkyl substances. They’re often called forever chemicals just because they persist so long in the environment and they don’t easily break down. And for that reason, we also use them in a ton of consumer products. They’re in makeup. They’re in carpet. They’re in nonstick cookware. They’re in food packaging, all sorts of things.

Yeah, I feel like I’ve been hearing about these chemicals actually for a very long time. I mean, nonstick pans, Teflon — that’s the thing that’s in my mind when I think PFAS.

Absolutely. Yeah, this class of chemicals has been around for decades. And what’s really important about this is that the EPA has decided, for the first time, to regulate them in drinking water. And that’s a ruling that stands to affect tens of millions of people.

So, help me understand where these things came from and how it’s taken so long to get to the point where we’re actually regulating them.

So, they really actually came about a long time ago. In 1938, DuPont, the people who eventually got us to Teflon, they were actually looking for a more stable kind of refrigerant. And they came upon this kind of chemical, PFAS. The thing that all PFAS chemicals have is a really strong bond between carbon atoms and fluorine atoms. This particular pairing is super strong and super durable.

They have water repellent properties. They’re stain resistant. They’re grease resistant. And they found a lot of uses for them initially in World War II. They were using them as part of their uranium enrichment process to do all these kinds of things. And then —

Well, good thing it’s Teflon.

In the 1950s is when they really started to come out as commercial products.

Even burned food won’t stick to Teflon. So it’s always easy to clean.

So, DuPont started using it in Teflon pans.

Cookware never needs scouring if it has DuPont Teflon.

And then another company, 3M also started using a kind of PFAS —

Scotchgard fabric protector. It keeps ordinary spills from becoming extraordinary stains.

— in one of their big products, Scotchgard. So you probably remember spraying that on your shoes if you want to make your shoes waterproof.

Use Scotchgard fabric protector and let your cup runneth over.

Right — miracle product, Scotchgard, Teflon. But of course, we’re talking about these chemicals because they’ve been found to pose health threats. When does that risk start to surface?

Yeah, so it’s pretty early on that DuPont and 3M start finding effects in animals in studies that they’re running in house.

Around the mid ‘60s, they start seeing that PFAS has an effect on rats. It’s increasing the liver and kidney weights of the rats. And so that seems problematic. And they keep running tests over the next decade and a half. And they try different things with different animals.

In one study, they gave monkeys really, really high levels of PFAS. And those monkeys died. And so they have a pretty strong sense that these chemicals could be dangerous. And then in 1979, they start to see that the workers that are in the plants manufacturing, working with these chemicals, that they’re starting to have higher rates of abnormal liver function. And in a Teflon plant, they had some pregnant workers that were working with these chemicals. And one of those workers in 1981 gave birth to a child who had some pretty severe birth defects.

And then by the mid 1980s, DuPont figures out that it’s not just their workers who are being exposed to these chemicals, but communities that are living in areas surrounding their Teflon plant, particularly the one in Parkersburg, West Virginia, that those communities have PFAS in their tap water.

Wow, so based on its own studies, DuPont knows its chemicals are making animals sick. They seem to be making workers sick. And now they found out that the chemicals have made their way into the water supply. What do they do with that information?

As far as we know, they didn’t do much. They certainly didn’t tell the residents of Parkersburg who were drinking that water that there was anything that they needed to be worried about.

How is that possible? I mean, setting aside the fact that DuPont is the one actually studying the health effects of its own chemicals, presumably to make sure they’re safe, we’ve seen these big, regulating agencies like the EPA and the FDA that exist in order to watch out for something exactly like this, a company that is producing something that may be harming Americans. Why weren’t they keeping a closer watch?

Yeah, so it goes kind of back to the way that we regulate chemicals in the US. It goes through an act called the Toxic Substances Control Act that’s administered by the EPA. And basically, it gives companies a lot of room to regulate themselves, in a sense. Under this act they have a responsibility to report to the EPA if they find these kinds of potential issues with a chemical. They have a responsibility to do their due diligence when they’re putting a chemical out into the environment.

But there’s really not a ton of oversight. The enforcement mechanism is that the EPA can find them. But this kind of thing can happen pretty easily where DuPont keeps going with something that they think might really be a problem and then the fine, by the time it plays out, is just a tiny fraction of what DuPont has earned from producing these chemicals. And so really, the incentive is for them to take the punishment at the end, rather than pull it out early.

So it seems like it’s just self-reporting, which is basically self-regulation in a way.

Yeah, I think that is the way a lot of advocacy groups and experts have characterized it to me, is that chemical companies are essentially regulating themselves.

So how did this danger eventually come to light? I mean, if this is in some kind of DuPont vault, what happened?

Well, there’s a couple different things that started to happen in the late ‘90s.

The community around Parkersburg, West Virginia, people had reported seeing really strange symptoms in their animals. Cows were losing their hair. They had lesions. They were behaving strangely. Some of their calves were dying. And a lot of people in the community felt like they were having health problems that just didn’t really have a good answer, mysterious sicknesses, and some cases of cancers.

And so they initiate a class action lawsuit against DuPont. As part of that class action lawsuit, DuPont, at a certain point, is forced to turn over all of their internal documentation. And so what was in the files was all of that research that we mentioned all of the studies about — animals, and workers, the birth defects. It was really the first time that the public saw what DuPont and 3M had already seen, which is the potential health harms of these chemicals.

So that seems pretty damning. I mean, what happened to the company?

So, DuPont and 3M are still able to say these were just a few workers. And they were working with high levels of the chemicals, more than a person would get drinking it in the water. And so there’s still an opportunity for this to be kind of correlation, but not causation. There’s not really a way to use that data to prove for sure that it was PFAS that caused these health problems.

In other words, the company is arguing, look, yes, these two things exist at the same time. But it doesn’t mean that one caused the other.

Exactly. And so one of the things that this class action lawsuit demands in the settlement that they eventually reach with DuPont is they want DuPont to fund a formal independent health study of the communities that are affected by this PFAS in their drinking water. And so they want DuPont to pay to figure out for sure, using the best available science, how many of these health problems are potentially related to their chemicals.

And so they ask them to pay for it. And they get together an independent group of researchers to undertake this study. And it ends up being the first — and it still might be the biggest — epidemiological study of PFAS in a community. They’ve got about 69,000 participants in this study.

Wow, that’s big.

It’s big, yeah. And what they ended up deciding was that they could confidently say that there was what they ended up calling a probable link. And so they were really confident that the chemical exposure that the study participants had experienced was linked to high cholesterol, ulcerative colitis, thyroid disease, testicular cancer, kidney cancer, and pregnancy induced hypertension.

And so those were the conditions that they were able to say, with a good degree of certainty, were related to their chemical exposure. There were others that they just didn’t have the evidence to reach a strong conclusion.

So overall, pretty substantial health effects, and kind of vindicates the communities in West Virginia that were claiming that these chemicals were really affecting their health.

Absolutely. And as the years have gone on, that was sort of just the beginning of researchers starting to understand all the different kinds of health problems that these chemicals could potentially be causing. And so since the big DuPont class action study, there’s really just been like this building and building and building of different researchers coming out with these different pieces of evidence that have accumulated to a pretty alarming picture of what some of the potential health outcomes could be.

OK, so that really kind of brings us to the present moment, when, at last, it seems the EPA is saying enough is enough. We need to regulate these things.

Yeah, it seems like the EPA has been watching this preponderance of evidence accumulate. And they’re sort of deciding that it’s a real health problem, potentially, that they need to regulate.

So the EPA has identified six of these PFAS chemicals that it’s going to regulate. But the concern that I think a lot of experts have is that this particular regulation is not going to keep PFAS out of our bodies.

We’ll be right back.

So, Kim, you just said that these regulations probably won’t keep PFAS chemicals out of our bodies. What did you mean?

Well, the EPA is talking about regulating these six kinds of PFAS. But there are actually more than 10,000 different kinds of PFAS that are already being produced and out there in the environment.

And why those six, exactly? I mean, is it because those are the ones responsible for most of the harm?

Those are the ones that the EPA has seen enough evidence about that they are confident that they are probably causing harm. But it doesn’t mean that the other ones are not also doing something similar. It’s just sort of impossible for researchers to be able to test each individual chemical compound and try to link it to a health outcome.

I talked to a lot of researchers who were involved in this area and they said that they haven’t really seen a PFAS that doesn’t have a harm, but they just don’t have information on the vast majority of these compounds.

So in other words, we just haven’t studied the rest of them enough yet to even know how harmful they actually are, which is kind of alarming.

Yeah, that’s right. And there’s just new ones coming out all the time.

Right. OK, so of the six that the EPA is actually intending to regulate, though, are those new regulations strict enough to keep these chemicals out of our bodies?

So the regulations for those six chemicals really only cover getting them out of the drinking water. And drinking water only really accounts for about 20 percent of a person’s overall PFAS exposure.

So only a fifth of the total exposure.

Yeah. There are lots of other ways that you can come into contact with PFAS. We eat PFAS, we inhale PFAS. We rub it on our skin. It’s in so many different products. And sometimes those products are not ones that you would necessarily think of. They’re in carpets. They’re in furniture. They’re in dental floss, raincoats, vinyl flooring, artificial turf. All kinds of products that you want to be either waterproof or stain resistant or both have these chemicals in them.

So, the cities and towns are going to have to figure out how to test for and monitor for these six kinds of PFAS. And then they’re also going to have to figure out how to filter them out of the water supply. I think a lot of people are concerned that this is going to be just a really expensive endeavor, and it’s also not really going to take care of the entire problem.

Right. And if you step back and really look at the bigger problem, the companies are still making these things, right? I mean, we’re running around trying to regulate this stuff at the end stage. But these things are still being dumped into the environment.

Yeah. I think it’s a huge criticism of our regulatory policy. There’s a lot of onus put on the EPA to prove that a harm has happened once the chemicals are already out there and then to regulate the chemicals. And I think that there’s a criticism that we should do things the other way around, so tougher regulations on the front end before it goes out into the environment.

And that’s what the European Union has been doing. The European Chemicals Agency puts more of the burden on companies to prove that their products and their chemicals are safe. And the European Chemicals Agency is also, right now, considering just a ban on all PFAS products.

So is that a kind of model, perhaps, of what a tough regulation could look like in the US?

There’s two sides to that question. And the first side is that a lot of people feel like it would be better if these chemical companies had to meet a higher standard of proof in terms of demonstrating that their products or their chemicals are going to be safe once they’ve been put out in the environment.

The other side is that doing that kind of upfront research can be really expensive and could potentially limit companies who are trying to innovate in that space. In terms of PFAS, specifically, this is a really important chemical for us. And a lot of the things that we use it in, there’s not necessarily a great placement at the ready that we can just swap in. And so it’s used in all sorts of really important medical devices or renewable energy industries or firefighting foam.

And in some cases, there are alternatives that might be safer that companies can use. But in other cases, they just don’t have that yet. And so PFAS is still really important to our daily lives.

Right. And that kind of leaves us in a pickle because we know these things might be harming us. Yet, we’re kind of stuck with them, at least for now. So, let me just ask you this question, Kim, which I’ve been wanting to ask you since the beginning of this episode, which is, if you’re a person who is concerned about your exposure to PFAS, what do you do?

Yeah. So this is really tricky and I asked everybody this question who I talked to. And everybody has a little bit of a different answer based on their circumstance. For me what I ended up doing was getting rid of the things that I could sort of spot and get rid of. And so I got rid of some carpeting and I checked, when I was buying my son a raincoat, that it was made by a company that didn’t use PFAS.

It’s also expensive. And so if you can afford to get a raincoat from a place that doesn’t manufacture PFAS, it’s going to cost more than if you buy the budget raincoat. And so it’s kind of unfair to put the onus on consumers in that way. And it’s also just not necessarily clear where exactly your exposure is coming from.

So I talk to people who said, well, it’s in dust, so I vacuum a lot. Or it’s in my cleaning products, so I use natural cleaning products. And so I think it’s really sort of a scattershot approach that consumers can take. But I don’t think that there is a magic approach that gets you a PFAS-free life.

So Kim, this is pretty dark, I have to say. And I think what’s frustrating is that it feels like we have these government agencies that are supposed to be protecting our health. But when you drill down here, the guidance is really more like you’re on your own. I mean, it’s hard not to just throw up your hands and say, I give up.

Yeah. I think it’s really tricky to try to know what you do with all of this information as an individual. As much as you can, you can try to limit your individual exposure. But it seems to me as though it’s at a regulatory level that meaningful change would happen, and not so much throwing out your pots and pans and getting new ones.

One thing about PFAS is just that we’re in this stage still of trying to understand exactly what it’s doing inside of us. And so there’s a certain amount of research that has to happen in order to both convince people that there’s a real problem that needs to be solved, and clean up what we’ve put out there. And so I think that we’re sort of in the middle of that arc. And I think that that’s the point at which people start looking for solutions.

Kim, thank you.

Here’s what else you should know today. On Tuesday, in day two of jury selection for the historic hush money case against Donald Trump, lawyers succeeded in selecting 7 jurors out of the 12 that are required for the criminal trial after failing to pick a single juror on Monday.

Lawyers for Trump repeatedly sought to remove potential jurors whom they argued were biased against the president. Among the reasons they cited were social media posts expressing negative views of the former President and, in one case, a video posted by a potential juror of New Yorkers celebrating Trump’s loss in the 2020 election. Once a full jury is seated, which could come as early as Friday, the criminal trial is expected to last about six weeks.

Today’s episode was produced by Clare Toeniskoetter, Shannon Lin, Summer Thomad, Stella Tan, and Jessica Cheung, with help from Sydney Harper. It was edited by Devon Taylor, fact checked by Susan Lee, contains original music by Dan Powell, Elisheba Ittoop, and Marion Lozano, and was engineered by Chris Wood.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly.

That’s it for The Daily. I’m Sabrina Tavernise. See you tomorrow.

• April 18, 2024   •   30:07 The Opening Days of Trump’s First Criminal Trial
• April 17, 2024   •   24:52 Are ‘Forever Chemicals’ a Forever Problem?
• April 16, 2024   •   29:29 A.I.’s Original Sin
• April 15, 2024   •   24:07 Iran’s Unprecedented Attack on Israel
• April 14, 2024   •   46:17 The Sunday Read: ‘What I Saw Working at The National Enquirer During Donald Trump’s Rise’
• April 12, 2024   •   34:23 How One Family Lost $900,000 in a Timeshare Scam
• April 11, 2024   •   28:39 The Staggering Success of Trump’s Trial Delay Tactics
• April 10, 2024   •   22:49 Trump’s Abortion Dilemma
• April 9, 2024   •   30:48 How Tesla Planted the Seeds for Its Own Potential Downfall
• April 8, 2024   •   30:28 The Eclipse Chaser
• April 7, 2024 The Sunday Read: ‘What Deathbed Visions Teach Us About Living’
• April 5, 2024   •   29:11 An Engineering Experiment to Cool the Earth

Hosted by Sabrina Tavernise

Featuring Kim Tingley

Produced by Clare Toeniskoetter ,  Shannon M. Lin ,  Summer Thomad ,  Stella Tan and Jessica Cheung

With Sydney Harper

Edited by Devon Taylor

Original music by Dan Powell ,  Elisheba Ittoop and Marion Lozano

Engineered by Chris Wood

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

The Environmental Protection Agency has begun for the first time to regulate a class of synthetic chemicals known as “forever chemicals” in America’s drinking water.

Kim Tingley, a contributing writer for The New York Times Magazine, explains how these chemicals, which have been linked to liver disease and other serious health problems, came to be in the water supply — and in many more places.

On today’s episode

Kim Tingley , a contributing writer for The New York Times Magazine.

Background reading

“Forever chemicals” are everywhere. What are they doing to us?

The E.P.A. issued its rule about “forever chemicals” last week.

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.

Fact-checking by Susan Lee .

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.

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