Required: Pennies, nickels, dimes and one die
Players: Two or three
A learning game that will help preschoolers to early grade schoolers learn money combinations. To play this game with 2-3 players, start out with 10 dimes, 6 nickels, and 15 pennies. The first player will roll the die and what ever number comes up from 1-6 they will take that many coins. If they roll a six they can take six pennies, but then they have to exchange 5 pennies for a nickel. After a few times of having to exchange them they’ll learn to pick a nickel and one penny. The next player will do the same and take the allotted amount. On the players next turn they take the allotted coins, but if they end up with five pennies they exchange them for a nickel and if they have two nickels they have to exchange them for one dime. When all the dimes are gone the game is over and all players count out their change. The person with the highest number wins. For the next level of learning money combinations add 10 quarters and then the next level you can add dollar bills.
Players: Two or three
A learning game that will help preschoolers to early grade schoolers learn money combinations. To play this game with 2-3 players, start out with 10 dimes, 6 nickels, and 15 pennies. The first player will roll the die and what ever number comes up from 1-6 they will take that many coins. If they roll a six they can take six pennies, but then they have to exchange 5 pennies for a nickel. After a few times of having to exchange them they’ll learn to pick a nickel and one penny. The next player will do the same and take the allotted amount. On the players next turn they take the allotted coins, but if they end up with five pennies they exchange them for a nickel and if they have two nickels they have to exchange them for one dime. When all the dimes are gone the game is over and all players count out their change. The person with the highest number wins. For the next level of learning money combinations add 10 quarters and then the next level you can add dollar bills.
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