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We’ve made some improvements Explore our new page layout with larger images, easier to find information and much more. 1 of 3 Next Counting money is an essential life skill. It’s even harder for our little ones because they need to know how to stop counting and when to stop counting. It takes a lot of practice (
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I’m sure you’ll want to practice more that isn’t busy with work or something extra to grade. That’s why I want to share these money counting games with you!
I chose these games because they are easy to play and only require simple materials that you probably already have in your classroom.
I love using games in my classroom because they reinforce learning skills while allowing for opportunities for cooperative learning. There are many benefits when it comes to sports. Check out this post to know more about these benefits.
Here are three money counting games you can use in your classroom to help you count coins and pennies! You will love these. Money Counting Game #1: Coin Scoot
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The objective of the game is to generate the same amount of money using different coins. This lets students know that there is more than one way to change.
Nickels, off dimes or pennies. I tell my students that they are not allowed to use all pens because I usually don’t have enough manipulatives.
Take about ten index cards and write the price in cents on each one. Place index cards around the room along with the One Cup coin manipulator.
With students working in pairs, ask students to make the amount shown using manipulatives. After about one to two minutes (or when everyone has finished), ask students to place their coins on their index cards and move them to the next index card clockwise.
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Once they receive their new card, they must exchange it for a value that appears to be different from the previous group. This game can go on and on.
After playing this game, you can ask the groups to identify ways to convert using the least and most coins. Ask them what they saw about the fewest and most coins.
They can see that higher denomination coins use the least amount of coins, while lower denomination coins make up the most amount of coins. Use this as a writing prompt after the game to ask students to reflect on and consider the differences.
The object of the game is to solve word problems with money. This is a game that you may want to play in small groups. You’ll need index cards, coin handlers, and a pocket chart (optional).
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Draw a fish on an index card and set it aside. Then list the different coin combinations on four to ten index cards. You can put them on a desk or keep them inside a pocket chart. I prefer pocket charts because it’s easier to hide the fish.
Without looking at the students, place the fish card on the back of one of the index cards. Then ask your students to guess which index card is behind the fish. Students take guesses by stating the value of the coins shown.
For example, for a card that said “a quarter, two dimes, and a dime,” students would guess by saying “forty-six cents.”
If you are working on identifying coins and dollars, tape or glue the coin manipulatives to index cards and have students point to the coin or dollar. Be sure to include examples of coins and dollars that appear on both the head and tail.
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Ask students which coin they started counting with first (such as pennies or quarters) and explain why they chose to start with that coin. You may want to provide manipulatives for students to practice counting (especially if they are using contact points). You can also tell in the real world by how often you use this strategy.
The purpose of this game is for students to use inverse operations for coin problems (eg 25 + 10 = 35, so 35 – 25 = 10). Students take turns guessing their opponent’s coin. This is a fun game for students to work in groups of three.
One student begins as a clue keeper. The Data Keeper will add up the other players’ two coins and give only the amount as a clue. Two players stand behind each other or have a divider between them so that they cannot see each other’s coins.
Coin. The clue keeper shares the clue (the sum of the two coins) and the two players guess which is the other player’s coin. If the player guesses the other person’s coin correctly, they switch places with the keeper and the game continues.
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Posture. After playing the game, ask students to write down how they felt about playing the game. Giving students the opportunity to write clearly about math helps you determine the type of learner they are and reduces your students’ math anxiety.
I love using these lesson tests for self-assessment after our math centers or games. It is an easy way for our students to reflect and serves as formative assessment for us teachers.
As I said earlier, I love using games in my classroom. I especially like when they are games that follow the same routine so I don’t have to waste time teaching my students how to play over and over again.
These simple STEAM math games include coin recognition, coin counting, and money word problems. We use these self-check cards for a variety of games such as board games, STEM to Win, Race to 20, and Pick Up Sticks. Learn how to play each game here.
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I like these games because each card has value, so you don’t need pesky dice, and they provide immediate feedback so your students have low-risk opportunities to correct their mistakes.
I’ve also created similar math self-test games for Google Classroom. These games are great fun. Students take turns feeding the monster an apple by choosing the correct answer. If they get the answer wrong, they have to go back and try again.
I love using this game on my interactive whiteboard so we have an easy math center to practice with small groups of students.
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