This game is a variation of the card game *War* (also known as *Fight* or *High Card*) using coins rather than numbers. This allows students to use a model they are familiar with to practice counting on. Students are also able to connect to their real world experiences in using coins. The goal is for children to recognize that a nickel is worth 5 pennies, and become fluent in counting amounts up to 10 using nickels and pennies.

This game will help children who are just beginning to count *on* (as opposed to counting *up*). That is, when counting the amount of money on a card that has nickels on it, students may start counting at the nickel (*5*), and then continue counting the pennies (*6,7,8,9,10*).

##### Click the below icons to print out cards, card backs, rules and notes.

Coin War: Cards | Coin War: Card backs |

Coin War: Rules | Coin War: Notes |

**Common Core Standards**

*Click on the category title (ex: "Counting and Cardinality") to view the entire standards of the Common Core.

**Kindergarten**

Know number names and the count sequence.

- K.CC.1. Count to 100 by ones and by tens.
- K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

**First Grade**

*Number and Operations in Base Ten** *

Extend the counting sequence.

- 1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Understand place value.

- 1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
- 10 can be thought of as a bundle of ten ones called a ten.
- The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
- The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

- 1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Use place value understanding and properties of operations to add and subtract.

- 1.NBT.4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
- 1.NBT.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
- 1.NBT.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

**Second Grade**

Work with time and money.

- 2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?