The *Piggy Bank* family of games introduces children to standard U.S. coins. These games also provide opportunities for children to partition numbers. In the Nickel version, children partition 5 into 2 parts; in the Dime and Quarter versions, children partition 10 or 25 (respectively) into several parts. Students are able to recognize that there is more than one way to make 10 or 25, and begin to see connections. This game also builds a stronger understanding of part- whole relationships among numbers. This set of games also encourages students to begin counting on (counting from 5 for example “5, 6, 7…”) as opposed to counting all (beginning at 1 each time).

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

Piggy Bank: Nickel cards | Piggy Bank: Nickel card backs | Piggy Bank: Nickel rules |

Piggy Bank: Dime cards | Piggy Bank: Dime card backs | Piggy Bank: Dime rules |

Piggy Bank: Quarter cards | Piggy Bank: Quarter card backs | Piggy Bank: Quarter rules |

Piggy Bank: 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?