Lesson Plan:

Piggy Bank Counting Game

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July 22, 2015
by Tammy Schwinke

Learning Objectives

Students will be able to count with one-to-one correspondence. Students will be able to recognize numbers. Students will be able to match correct numerals and their quantities.


Introduction (10 minutes)

  • Begin the lesson by showing your students a piggy bank. Discuss the purpose of piggy banks. For example, What do you think goes in a piggy bank?
  • Explain to your students that each of the piggy banks needs a different amount of money in them, so they will need to read the number on each bank before they begin placing money inside.

Explicit Instruction/Teacher Modeling (10 minutes)

  • Have 10 piggy banks, each with its own number from 1-10 listed with the cent sign next to it and the corresponding number of pennies drawn on the front of the piggy bank.
  • Next, show your students the brown construction paper pennies, each with 1 cent on the front.
  • Show your students that the number of pennies on the front of the piggy bank matches the number on the piggy bank.
  • Tell your students that if they aren’t sure of the number, then they can count the drawn pennies to figure it out.
  • Demonstrate placing the pennies one by one into the slot and counting at the same time.

Guided Practice/Interactive Modeling (10 minutes)

  • Separate your students into small groups.
  • Have each group choose one piggy bank. Ask each group to identify the number on the front of the piggy bank.
  • Support students who are having trouble recognizing numbers by reminding them to count the pennies on the front of the piggy bank. Once they have counted, state the number the student counted, and ask them to place that amount of pennies in the bank.

Independent Working Time (10 minutes)

  • Have your students continuing playing, and ask them to exchange piggy banks by dumping out the pennies and switching with other groups.



  • Enrichment: Offer additional piggy banks with higher numbers for identifying and counting. Encourage adding and subtracting. For example, take the piggy bank with 1 cent, and add the piggy bank with 3 cents. Ask how much money the student has all together.
  • Support: Help your students count pennies on the front of the piggy bank, and point out what the written numeral looks like. Encourage them to place the pennies in the bank independently.

Related Books and/or Media


Assessment (5 minutes)

  • Observe which students are counting with one-to-one correspondence. Make sure they are demonstrating their understanding by placing the correct number of pennies into the piggy banks.

Review and Closing (5 minutes)

  • Ask which piggy bank had the most and least pennies.
  • Have your students place the piggy banks in order from one to 10, and count them together as a group.

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