Quartile
Quartile
2-6 players • 30 min • 8 & up
Focus: Addition
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Get ready for a math-packed twist on dominos! Use strategy, logic, and addition to make your moves. With 49 solid wood tiles, it’s a spatial reasoning adventure and a math lover’s choice for family fun.
Skills: Addition, Spatial Reasoning
Game Includes
Game Includes
- 49 Quartiles
- 1 Score pad
- 1 Pencil
- 1 Rules Booklet
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How to Play
Educational Standards
Core Standard*: Math
Math
- Operations and Algebraic Thinking
- Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Grade Level K
- Add and subtract within 20. Grade Levels 1st, 2nd
- Number and Operations in Base Ten
- Work with numbers 11-19 to gain foundations for place value. Grade Levels K, 1st
- Mathematical Practice
- Make sense of problems and persevere in solving them. Grade Levels 1st, 2nd, 3rd
- Reason abstractly and quantitatively. Grade Levels 1st, 2nd, 3rd
- Look for and make use of structure. Grade Levels 1st, 2nd, 3rd
Skills
Explore
What Does Child Do To Use Skill In The Game?
Players explore the Values, Traits and Activity preferences of other players.
How Parents Can Assist Learning
Parents can support children by making sure to use positive reinforcement and celebrating when children share their preferences, values and traits.
Learning Implications and Educator Support
Qualities provides a emotionally safe space for children to explore and learn about the Values and Preferences of other players. It also allows them to share what they think about themselves (e.g. their Traits), as well as their preferred Activities and Values.
Determine
What Does Child Do To Use Skill In The Game?
Players determine how to vote by playing a number card.
How Parents Can Assist Learning
Parents may want to remove cards that are not relevant to children.
Learning Implications and Educator Support
Educators may want to remove cards that are not relevant to children.
Compare
What Does Child Do To Use Skill In The Game?
Player compare their votes with each other and the Active Player.
How Parents Can Assist Learning
While no special parent support is required, encourage children to discuss the votes and why some people matched and others did not. This will help children learn how to use language to understand and share personal information with others in a safe environment.
Learning Implications and Educator Support
While no special educator support is required, encourage children to discuss the votes and why some people matched and others did not. This will help children learn how to use language to understand and share personal information with others in a safe environment.
Remember
What Does Child Do To Use Skill In The Game?
This game is primarily about remembering what they know about the Active Player.
How Parents Can Assist Learning
Qualities involves a range of memory skills such as emotional, visual and narrative memories.Allow children to ask one or two questions if they have no idea how to vote. After that, encourage them to make their best guess. Making informed guesses is equivalent to hypothesizing, which is important to mathematics and scientific examination.
Learning Implications and Educator Support
Qualities involves a range of memory skills such as emotional, visual and narrative memories. These skills are encompasses in explicit autobiographical, explicit semantic and explicit episodic memory categories.
Allow children to ask one or two questions if they have no idea how to vote. After that, encourage them to make their best guess. Making informed guesses is equivalent to hypothesizing, which is important to mathematics and scientific examination.
Predict
What Does Child Do To Use Skill In The Game?
Players will try to guess what the Active Player will select.
How Parents Can Assist Learning
If children are having difficulty making a choice (for example, would the Active Player prefer Yoga, Reading or Shopping), give them clues to help them understand or remember what they know about the Active Player. The more they know about the Active Player, the better they will be able to predict what the Active Player will choose.
Learning Implications and Educator Support
Qualities involves a range of memory types, including explicit autobiographical, explicit semantic and explicit episodic memory.If children are having difficulty making a choice (for example, would the Active Player prefer Yoga, Reading or Shopping), give them clues to help them understand or remember what they know about the Active Player. The more they know about the Active Player, the better they will be able to predict what the Active Player will choose.
Solve
What Does Child Do To Use Skill In The Game?
Players solve the game by having the most successful voting matches, and using tokens to obtain Qualities cards that they need.
How Parents Can Assist Learning
No special parent support required. However, if you notice that a child has more than 2 of a card, suggest that they think about options for obtaining purple coins.
Learning Implications and Educator Support
No special educator support required. However, if you notice that a child has more than 2 of a card, suggest that they think about options for obtaining purple coins.
Review
What Does Child Do To Use Skill In The Game?
Players may review if encouraged. See How Parents Can Assist Learning.
How Parents Can Assist Learning
Children will not need support to review. However, reviewing the voting can be great way to enhance learning. For example, prompt children to talk about the votes that surprised them.
Learning Implications and Educator Support
Children will not need support to review. However, reviewing the voting can be great way to enhance learning. For example, prompt children to talk about the votes that surprised them.
Demonstrate
What Does Child Do To Use Skill In The Game?
Players may demonstrate if encouraged. See How Parents Can Assist Learning.
How Parents Can Assist Learning
After the game is over, ask children to share something new they learned and talk about what interested them about it.
Learning Implications and Educator Support
After the game is over, ask children to share something new they learned and talk about what interested them about it.
*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards
Special Needs
Cognitive
Suggestions for How to Modify Play Experience
For children who are lower functioning cognitively, play as in dominoes, matching the pips on the sides.
Build a tower where each floor is a sequentially higher number. This is great for building fine motor skills as well as sequential numbering.
Line up the dominoes in sequential order from 2 to 14, then back down to 3. Then knock them down to make a domino run. This give children with cognitive delays practice in identifying the numbers in sequence as well as counting backwards.
Communication
Suggestions for How to Modify Play Experience
When playing the game, have players say aloud how they are figuring out each tile. This will give them practice with communicating a complex thought with the guidance of the game rules to assist them.
For children with language comprehension issues, do at least three practice turns to make sure children understand the game.
Sensorimotor
Suggestions for How to Modify Play Experience
Use a large piece of felt or a large textured surface over the game table. This will keep tiles from becoming misaligned as children move the tiles and will help children who have fine motor control issues keep the tiles in place as they add them.
To build fine motor skills have children practice building towers or tile pyramids with the number tiles. Children can build tiles with numbers forwards or backwards. Children need to orient and align the tiles so they are either on top of each other (a tower) or over the middle of two tiles (a bridge).
Social Emotional/Behavioral
Suggestions for How to Modify Play Experience
Impulsive children may place a tile quickly without thinking. Help children to slow down and think by having them announce their addition problem prior to laying down the tile. The tile is then laid on the board. This gives the other players an opportunity to check the verbal addition and then see if the child counted the pips correctly when the tile is laid down.
This is a good game for teams. Children can explore the range of tiles available together and compare which team member found the best option for the highest score.
Children who are impulsive may look at tiles without recognizing a structure, meaning they will miss options. Teach them to use a systematic organization for problem solving. Have the child line up the tiles from left to right in front of them. Then analyze the one on the left first to find a spot for a tile, then the tile next to it, and so on. This organization gives them practice for reading and doing horizontal math problems and equations.
Vision
Suggestions for How to Modify Play Experience
Not recommended for children with low vision.
Hearing
Suggestions for How to Modify Play Experience
This game should not be a problem for children with hearing impairments as long as the child understands the directions for the game. Walk the child through several turns. Point to the sequence of what is being done in each step. Use sign language if possible.
*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards
Autism
Autism Strengths & Interests
Short Summary of Strengths & Interests
- Enjoys playing games such as dominoes.
- Likes math, especially addition.
- Is strong at spatial reasoning.
Is good at matching visual items
This game is not appropriate
Has a good memory for sensory details, including visual, touch, taste and smell
This game is not appropriate
Has a good memory for words, phrases and dialouge
This game is not appropriate
Has a good memory for pictures, numbers and patterns
Is This Game Appropriate? Yes
Description
Children who can remember simple addition facts will be able to quickly determine which tiles will fit in a particular space. Since the tiles have dots representing amounts, children can also use counting to determine when they can place their tile.
Likes to put things in order or a sequence
Is This Game Appropriate? Yes
Description
The spatial arrangement of the tiles on the board allows players to select either a placement for one simple addition problem or a placement for a dual problem resulting in two or more addition problems with the same addendum. Children with autism are often challenged by such a puzzle and may enjoy constructing complex math patterns.
Learns through visualizing or "replaying" actions in their mind
This game is not appropriate
Likes activities with rules, such as math and phonics
Is This Game Appropriate? Yes
Description
The requirement to have all intersecting tiles have the same total as the number in the center of the tile just played provides a rule that introduces higher level math reasoning. This rule may appeal to children with autism who like sameness and symmetry.
Is very concrete and literal
This game is not appropriate
Learns in small "chunks" (for example, phone numbers are 3 chunks of number xxx-xxx-xxxx that are combined together)
This game is not appropriate
Is good at nonverbal reasoning and logic
Is This Game Appropriate? Yes
Description
For many children with autism, numbers provide a type of language that is predictable and nonthreatening. Once they have the basic addition skill, they will enjoy the ability to demonstrate their reasoning by manipulating numbers as they play their tile on the Quartile game area.
Likes spatial problem solving
Is This Game Appropriate? Yes
Description
Quartile provides opportunities for both reasoning with numbers and space. The challenge of using one tile to solve multiple problems may be appealing to children with strong spatial reasoning abilities.
Can read well with good vocabulary, though may not fully comprehend content
This game is not appropriate
Likes to use and has good fine motor skill
This game is not appropriate
Likes established routines or set ways of doing things
Is This Game Appropriate? Yes
Description
Addition problems have one right answer. This is comforting to children with autism who may have difficulty dealing with ambiguity. Although the Quartile game area may develop in many ways, the pieces can only be placed in limited ways.
Likes manipulating, constructing or building things
Is This Game Appropriate? Yes
Description
Children with autism who are strong as spatial reasoning and math may enjoy trying to construct a complex board, with fewer pieces connecting multiple problems. If fact, a higher level alternative would be for advanced players to use the fewest pieces possible to get the highest score.
Likes to use and has good musical abilities
This game is not appropriate
Likes to use and has good drawing skills
This game is not appropriate
Autism Special Considerations
Appears to ignore other's communication and/or has difficulty giving eye contact to a communication partner
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification? Yes
Strategies for Developing Compensatory Skills:
Sit at an angle to the child, so direct eye contact is not needed.
Look at the game instead of each other.
Eye contact is not needed in Quartile.
Has difficulty understanding complex verbal directions
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Break down directions into small steps. Don't go through all the directions at once.
Use the online video at Simplyfun.com to walk children through the directions. Video support is helpful for children with special needs.
Combine short verbal instructions with visual and physical examples of each step. It is important that the child comprehend the nature of how continuing rolls of the dice are made.
Play the simple version of the game where addition is not needed; players just match dots on the edges for 1 point for each tile.
Let children read the directions as they are explained. Visualizing the words is often a stronger learning method for children with autism.
Uses vocabulary inaccurately or demonstrates echolalia (repeating another's speech)
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification? Yes
Strategies for Developing Compensatory Skills:
Talking is not needed in Quartile except to demonstrate how a score was obtained.
Respond to immediate echolalia (repeating what was just said) by rephrasing the child's response into a correct format, so the child can hear and repeat that phrase. For example, assume you are playing with a child named Andy and you say, "Your turn," and Andy repeats, "Your turn." You can say, "It's Andy's turn. You say, my turn." This allows the child to hear and repeat the correct response. Eventually, the child will pick up the pattern of response.
Delayed echolalia (repetition of previously heard comments) may have a hidden meaning or association. Look for connection in the phrase used to the current situation. For example, the child says, "After these messages we'll be right back!" Think what the repeated phrase is associated with for the child. Try to interpret what is meant and rephrase it for the child. For example, you might respond by saying, "It sounds like you want a break for a few minutes. Is that what you mean? You can tell me, 'I need a break.'"
Gets stuck repeating a verbal topic or physical actions and/or has difficulty attending to others' actions or topic.
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Conversation is not need. Any extraneous words or actions can be ignored.
Reinforce attention and actions by commenting on what was done correctly. For example, "You are good at checking my adding!"
Has difficulty producing speech/communication
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification? Yes
Strategies for Developing Compensatory Skills:
Conversation is not needed. The child can write down a score if needed, or someone else can determine the score.
Has difficulty sequencing multi-step actions and/or doing complex abstract tasks
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Quartile requires understand complex thinking about math. Children need to attend to more than one addition fact at a time to combine three or four tiles. The game can be modified to add only one tile or to players can do simple matching of dots.
Demonstrates difficulty initiating and maintaining social interactions
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification? Yes
Strategies for Developing Compensatory Skills:
Social interaction, other than turn taking is not an essential part of the game. However, players can be encouraged to comment on each other play and check the accuracy of the tile placements.
Acts out or demonstrates avoidance behaviors when frustrated, overwhelmed, or needs more sensory input.
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Reduce extraneous noise or allow the child to wear head phones or ear plugs if loud sounds cause anxiety.
A weighted vest worn during the game may provide additional pressure input and thus reduce fidgeting due to sensory needs. Pressure can be calming when used for no more than 20 minutes at a time.
Practice a phrase to ask for help and role play situations in the game where it is needed.
Provide techniques for self-calming, such as holding a special toy.
Allow time for movement. For example, a child who needs to move frequently can be given an opportunity to 'celebrate' their turn by running around the table or jumping up and down 10 times.
Has short attention span for non-preferred activities
Is This Game Appropriate for Child with Characteristic? No
Can Child with Characteristic Play Game w/o Modification?
Strategies for Developing Compensatory Skills:
If math is a non-preferred activity, Quartile is not recommended. The simple version of the game requiring matching only may hold children's attention more easily. Another option would be to reduce the number of tiles used, so the game is shorter.
Needs sameness or consistent routines and/or has difficulty with transitions from one activity to another
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Play games at the same time every day, so the child anticipates the game routine.
Change the location of the game, so the child may play in different rooms, at the table, or on the floor. This will build tolerance for variation.
Prepare the child ahead time for the introduction of a new game. Talk about aspects that will be motivating for the child, and let them explore the parts of the game before setting out the whole game.
Has difficulty understanding others' feelings, intentions, and the reasons for others' actions.
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification?Yes
Strategies for Developing Compensatory Skills:
Understanding others feelings and intentions is not needed for success in the game.
*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards
Extended Play
Extra Ways to Play the Game
On the tile being played, subtract the pips from the number in the middle to determine the value needed on each side. Match the value of at least one side to a corresponding tile on the table. Give one point for each side played. See video for example.
Materials Needed
No additional materials needed.
Developmental Benefits
Subtraction is harder for children than addition, so this modification can give children practice with a more difficult task. They can "check" their subtraction by reversing the process and adding their answer to the number subtracted to see if they get the number they started with. This will give children practice with both subtraction and addition.
Extra Ways to Play the Game
This is a race game for one to two players. Randomly place all the tiles face up in the middle of the table. The goal of the game is to connect tiles with a sequential numerical value up to 13. Each player starts with a tile with a 3 in the middle. Using the normal addition rules of the game, each player draws from the quarry to find the next tile to fit the sequence. See picture for example.
Materials Needed
No additional materials needed.
Developmental Benefits
This variation encourages children to think quickly. They are only looking at one side of the tile, so they minimize the number of options they need to look for in the quarry. Make sure they check each other's answers.
Extra Ways to Play the Game
Build a tower where each floor is a sequentially higher number. This can be done individually or in a race with another player.
Materials Needed
No additional materials needed.
Developmental Benefits
This is great for building fine motor skills.
*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards
Collapsible content
How to Play Video & Transcript
Maybe you remember playing the classic game of dominoes as a kid? Quartile takes the concept to an extra dimension, with a fun math twist!
This spatial reasoning game is designed for 2-6 players, ages 8 and up. It comes in a beautiful crafted wood box. This is an heirloom-quality product you'll be proud to showcase on your coffee table.
Inside the box are 49 wooden quartile tiles, and a paper and pencil for scoring. The object is to have the highest score at the end of the game.
The heart of Quartile involves solving addition problems totaling as high as 14. In fact, solving an equality in two or more ways is an introductory algebra concept. And in overall gameplay, as players search for a move that earns them the most points, they are honing their decision making and strategy skills.
Lay all tiles face down on the table to create a drawing area. Each player receives four tiles, and one additional tile is placed face down in the center of the board.
Playing Quartile is fairly simple. Each of the tiles has a central number, and four edge numbers, shown as pips.
When you play a tile, it must touch a tile already played, and the two touching outside numbers must total the central value on the new tile.
For example, 3 plus 4 = 7
It is possible to connect a new tile on more than one side, so long as both connecting tiles add up to the central value on the new tile.
4 plus 5 = 9 AND 2 plus 7 = 9
This play would score twice: 9 points and another 9 points for 18 total
To determine who starts the game, each player chooses one of their tiles and everyone reveals simultaneously. The player whose number is lowest goes first.
The 'starter' tile placed face down in the center of the table is considered wild on all sides, and can be matched to any tile. After connecting a new tile to those already played, and scoring points equal to the value on the new tile, draw a replacement tile and then play follows with the player on your left.
After the last of the tiles has been drawn, continue playing until all tiles have been played. When the last tile is played, the winner is the player with the highest score.
Quartile is definitely different from old fashioned dominoes. These tiles are still great for one of my favorite tricks though...
*Domino topple*
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