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Supermarket Squishy Spree
Supermarket Squishy Spree
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What's Inside The Box
10 Squishy Game Pawns
Cash Tray
Game Board
50 Grocery Item Tokens
Money
1 Die
Skills Covered After 30 Days
- Build money skills by counting dollars and coins
- Strengthen understanding of coin values and combinations
- Practice budgeting and making smart spending choices
- Boost real-world math confidence through hands-on play
- Encourage problem-solving and strategic thinking
Key Features
- Ages 4+
- 2-6 Players (or 1-on-1 fun)
- Quick & Easy Play (10 min)
Educational Standards
Common Core
- CCSS.Math.Content.2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
TEKS
- K.4A: Identify U.S. coins by name, including pennies, nickels, dimes, and quarters.
- 1.4A: Identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them.
- 1.4B: Write a number with the cent symbol to describe the value of a coin.
- 1.4C: Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.
- 2.5A: Determine the value of a collection of coins up to one dollar.
- 2.5B: Use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.
B.E.S.T.
- MA.1.M.2.2 Identify pennies, nickels, dimes and quarters, and express their values using the ¢ symbol. State how many of each coin equal a dollar.
- MA.1.M.2.3 Find the value of combinations of pennies, nickels and dimes up to one dollar, and the value of combinations of one, five and ten dollar bills up to $100. Use the ¢ and $ symbols appropriately.
- MA.2.M.2.2 Solve one- and two-step addition and subtraction real-world problems involving either dollar bills within $100 or coins within 100¢ using $ and ¢ symbols appropriately.
Ontario
- Grade 1- F1.1 identify the various Canadian coins up to 50¢ and coins and bills up to $50, and compare their values
- Grade 2- F1.1 identify different ways of representing the same amount of money up to Canadian 200¢ using various combinations of coins, and up to $200 using various combinations of $1 and $2 coins and $5, $10, $20, $50, and $100 bills
- Grade 3- F1.1 estimate and calculate the change required for various simple cash transactions involving whole-dollar amounts and amounts of less than one dollar
British Columbia
- Grade 1- financial literacy — values of coins, and monetary exchanges
- Grade 2- financial literacy — coin combinations to 100 cents, and spending and saving
- Grade 3- financial literacy — fluency with coins and bills to 100 dollars, and earning and payment
Alberta
- Grade 2- Determine the value of a collection of coins or bills of the same denomination by skip counting.
- Grade 3- Count and represent the value of a collection of loonies, toonies, and bills as dollars.
- Grade 4- Express a monetary value in cents as a monetary value in dollars using decimal notation.
Manitoba
- 1.N1: Say the number sequence, 0 to 100
- 1.N10: Describe and use mental mathematics strategies (memorization not intended)
- 2.N4: Represent and describe numbers to 100, concretely, pictorially and symbolically.
- 2.N1: Say the number sequence, 0 to 100
- 2.N10: Describe and use mental mathematics strategies (memorization not intended)
New Brunswick
- N1: Say the number sequence, 0 to 100
- N4: Represent and describe numbers to 100, concretely, pictorially and symbolically.
- N10: Describe and use mental mathematics strategies (memorization not intended)
Newfoundland & Labrador
- 1N1: Say the number sequence, 0 to 100
- 1N9. Describe and use mental mathematics strategies for basic addition facts and related subtraction facts to 18.
- 2N1 Say the number sequence from 0 to 100
- 2N4 Represent and describe numbers to 100, concretely, pictorially and symbolically.
- 2N9 Demonstrate an understanding of addition (limited to one- and two-digit numerals ) with answers to 100 and the corresponding subtraction
- 3N1.5 Determine the value of a given set of coins (nickels, dimes, quarters, loonies) by using skip counting.
- 4N10.4 Express a given pictorial or concrete representation as a fraction or decimal.
Nova Scotia
- Grade 1- N01 Students will be expected to say the number sequence
- Grade 1- N03 Students will be expected to demonstrate an understanding of counting to 20
- Grade 1- N04 Students will be expected to represent and partition numbers to 20.
- Grade 1- N10 Students will be expected to use and describe strategies to determine sums and differences using manipulatives and visual aids.
- Grade 2- N01 Students will be expected to say the number sequence
- Grade 2- N04 Students will be expected to represent and partition numbers to 100.
- Grade 2- N10 Students will be expected to apply mental mathematics strategies to quickly recall basic addition facts to 18 and determine related subtraction facts.
- Grade 3- N01.07 Determine the value of a given set of coins (nickels, dimes, quarters, and loonies) by using skip counting.
Prince Edward Island
- 1.N1 Say the number sequence, 0 to 100
- 1.N9 Describe and use mental mathematics strategies for basic addition facts and related subtraction facts to 18.
- 2.N1 Say the number sequence from 0 to 100
- 2.N4 Represent and describe numbers to 100, concretely, pictorially and symbolically.
- 3.N1 Say the number sequence forward and backward from 0 to 1000
Saskatchewan
- N1.1 Say the number sequence, 0 to 100
- N1.3 Demonstrate an understanding of counting
- N1.4 Represent and describe whole numbers to 20 concretely, pictorially, and symbolically.
- N1.10 Describe and use mental mathematics strategies (memorization not intended
- N2.1 Demonstrate understanding of whole numbers to 100 (concretely, pictorially, physically, orally, in writing, and symbolically)
- N3.1 Demonstrate understanding of whole numbers to 1000 (concretely, pictorially, physically, orally, in writing, and symbolically)
Families Who Have Already Made Math Fun
What skills does Supermarket Squishy Spree build?
How to play Supermarket Squishy Spree



Watch How Supermarket Squishy Spree Works
The game concept is incredible! There are so many little pieces and I fear they'll be easy to lose but its endless fun and love the idea of playing it in collaborative or competitive mode as our family grows.
Amazing games. Great for kids with ADHD!
Great
Fun for my 5 and 7 year olds.
My kids ask to play this game. We really enjoy it!
You ask, we answer!
What age range is this best for?
Perfect for ages 5–8, and flexible enough to grow with learners beyond that range.
What grade level is this designed for?
Best for Kindergarten through 2nd grade, with the ability to use it above grade level for extended play and skill reinforcement.
How many players can play at once?
Designed for 2–5 players, making it ideal for families, classrooms, and small groups.
Can children play independently?
Yes. We recommend introducing the game with an adult first. Once children understand the rules, they can play independently or with peers.
How does the grocery list work?
Players shop for items on their grocery list as they move through the supermarket, encouraging planning, memory, and decision-making.
How long does a game typically take?
A full game usually takes 15–20 minutes, depending on the number of players.
Can this be used in a classroom or learning center?
Yes! It works well for centers, small groups, intervention, and free-choice time.
Is there replay value, or is it the same every time?
High replay value. Different grocery lists, player choices, and interactions make each game feel new.
Is this appropriate for struggling learners or learners with different needs?
Yes. The game is flexible, cooperative-friendly, and allows adults or peers to support learners as needed.
We offer a 30-day return policy for eligible items.


