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Walk the Dogs

Walk the Dogs

2-5 players • 30 min • 8 & up

Focus: Counting & Collecting

Regular price $36.00
Regular price Sale price $36.00
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With 63 adorable dogs, this family game barks fun while reinforcing basic math skills. But be careful, the dog catcher could catch you first!

Skills: Counting, Multiplication, Predicting

Game Includes

  • 63 Really cute dogs
  • 53 Cards
  • 1 'Doggie bag'
  • 1 Scorecard
  • 1 Rules Booklet

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How to Play

Players create a line of dogs that has as many of the same breed together as possible. You can only add to the front or back of your line, so choose wisely! Players earn points for each set of dogs, or can gather five of the same breed in a row to win instantly!

Educational Standards

Core Standard* Math

Math
Counting and Cardinality
Count to tell the number of objects. Grade Levels K
Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Grade Levels K
Add and subtract within 20. Grade Levels 1st, 2nd
Number & Operations in Base 10
Work with numbers 11-19 to gain foundations for place value. Grade Level K
Measurement & Data
Classify objects and count the number of objects in each category Grade Level K

Skills

Explore

What Does Child Do To Use Skill In The Game?
Players explore the dogs prior to picking a sequence for ordering them on the floor or table.

How Parents Can Assist Learning
Parents can encourage children to examine the characteristics of the various breeds.

Learning Implications and Educator Support
Walk The Dogs involves symbolic learning. Children will need to learn that dogs and series of breeds equate to points, and the the images of dog fronts or backs symbolize the front or end of the line of dog figurines.
If needed, make extra copies of the Score Sheet to help children understand the scoring equivalent of the different sequences of dogs.

Determine

What Does Child Do To Use Skill In The Game?
Players examine the various types of dogs and where they are located in the long line, ultimately determining which to select based on the cards they have and the dogs they have already collected.

How Parents Can Assist Learning
To make the game more educational, ask if the children know the breeds of any of the dogs. Label the breeds of the dogs so children can learn them.

Learning Implications and Educator Support
To expand the learning, educators can help children learn the names and characteristics of different dog breeds. Ask if the children know the breeds of any of the dogs. If not, name and label the breeds of the dogs so children can learn them. Discuss the different characteristics, such as long or short tail, of the different dogs.

Compare

What Does Child Do To Use Skill In The Game?
This is the key aspect of the game. Players need to accumulate dogs of the same type and in adjacent proximity.

How Parents Can Assist Learning
Encourage children to compare features of the dogs, the sizes, colors, etc., so they are more aware when they are choosing dogs and lining them up.

Learning Implications and Educator Support
Children are learning to create sets of like objects. This requires comparison and grouping important for math skills. To expand the learning, educators can help children learn the names and characteristics of different dog breeds. Ask if the children know the breeds of any of the dogs. If not, name and label the breeds of the dogs so children can learn them. Discuss the different characteristics, such as long or short tail, of the different dogs.
Encourage children to compare features of the dogs, the sizes, colors, etc., so they are more aware when they are choosing dogs and lining them up.


Predict

What Does Child Do To Use Skill In The Game?
Players need to think about what cards might be played, which dogs may be available on their turn, and when they think they will be able to get five of the same dogs in a row.

How Parents Can Assist Learning
Help children by asking them to "Wait. Look. Think." This will help with impulsivity and predicting accurately. Also, using such cues can give children a model for future play.

Learning Implications and Educator Support
Predicting involves skills like analysis, observation, empathy and interpretation. There is some risk/reward analysis in Walk The Dogs as children decide when and how to get five in a row of the same breed while avoiding being set back by the Dog Catcher card. Educators can remind children to look at the dogs that are not directly at the front or back of the line in order to help them think about which dogs might be available on their turn that match one of their cards.

Plan

What Does Child Do To Use Skill In The Game?
Players think about the dogs they need and how to play their cards to maximize their chances to get five in a row.

How Parents Can Assist Learning
Parents can help children consider where to place dogs on their line in a way that keeps their options open relative to the communal line of dogs. Observation of other players strategies may give a child ideas for future play.
Also, as children become more proficient, encourage them to think about playing a card on the current turn that allows them to play their other card on the next turn in a way that will help create a five in a row.


Learning Implications and Educator Support
Remind children that the goal in Walk The Dogs is to get five in a row of the same breed while avoiding being set back by the Dog Catcher card.
Discuss different strategy options, such as trying to create five in a row on one end of their line to increase speed to solving game, or creating collection of same breeds on both sides of their line to increase flexibility and responsiveness. Help children by asking them to "Wait. Look. Think." This will help with impulsivity and consider making a choice that supports their strategy. Also, using such cues can give children a model for future play.


Solve

What Does Child Do To Use Skill In The Game?
Players associate the pictures of dog parts with placement in the line. Placement of the dogs they acquire in their own line leads to grouping for a win.

How Parents Can Assist Learning
Discuss different strategy options, such as trying to create five in a row on one end of their line to increase speed to solving game, or creating collection of same breeds on both sides of their line to increase flexibility and responsiveness. Help children by asking them to "Wait. Look. Think." This will help with impulsivity and consider making a choice that supports their strategy. Also, using such cues can give children a model for future play.

Learning Implications and Educator Support
Discuss different strategy options, such as trying to create five in a row on one end of their line to increase speed to solving game, or creating collection of same breeds on both sides of their line to increase flexibility and responsiveness. Help children by asking them to "Wait. Look. Think." This will help with impulsivity and consider making a choice that supports their strategy. Also, using such cues can give children a model for future play.

Demonstrate

What Does Child Do To Use Skill In The Game?
Players can potentially explain their thinking if asked, but it is not required in the game.

How Parents Can Assist Learning
Parents can ask children to name their dog breeds at the end of the game. They can also ask children to explain their strategy. Children can learn from hearing others explain their thinking.

Learning Implications and Educator Support
Educators can ask children to name their dog breeds at the end of the game. They can also ask children to explain their strategy. Children can learn from hearing others explain their thinking.


*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards

Special Needs

Cognitive

Suggestions for How to Modify Play Experience
Reduce the number of breeds in the game to whatever the child can remember and match. This will enable children to maintain their focus on the goal of finding a matching set. It will also be easier to for children to win the game.
Remove the leash, bone and dog catcher cards that are drawn to simplify the strategy.
Arrange the dogs in a straight line (perhaps with fewer dogs) so children can better visualize and understand the front and back of the line.

Communication

Suggestions for How to Modify Play Experience
Verbalize what is on the card, such as "I can take two from the front of the line." This serves the purpose of letting others know what the player is doing. It also give the child with language delays practice in using complete sentences and directional concepts.
Ask children to explain why they put their dogs where they did in their line.

Sensorimotor

Suggestions for How to Modify Play Experience
Placing the dogs in a standing position requires precise fine motor skills. Children with fine motor challenges may have difficulty lining up their dogs. Place a strip of tape sticky-side up with a small piece of tape on each end to hold it to the table. The player lines up their on the tape. This will make it easier for the child to place the dogs and keep them in place.

Social Emotional/Behavioral

Suggestions for How to Modify Play Experience
Add an element of negotiation to the game. Allow children to trade dogs after one complete playing cycle around the table. For example, "I'll give you these two dogs if you give me one bull dog."

Vision

Suggestions for How to Modify Play Experience
Use only the sets of dogs that are tactilely different enough that they can be identified by feel. This will allow children to feel what they have.
Place a different neon colored dot on the back of each breed of dog. This enables the visually impaired child to see what breed is at the beginning an end of the line and also to see the sequence in their own line.

Hearing

Suggestions for How to Modify Play Experience
No modification required.

*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards

Autism

Children often like grouping things that are alike and arranging them in a rows. Dogs are a great interest for many as well. This game will be a fun one for children of all levels! Children only need to be able to count how many dogs they can take and interpret from the symbol on the cards whether to take the dogs from the front or back of the dog line up. Strategy involves which card from the players hand should be selected, but use of this strategy is not necessary to play. One frustration for some children may be the use of dog catcher cards, which result in loss of a player's largest group of dogs. If this is too frustrating for the child, eliminate these cards, or introduce them gradually.

Autism Strengths & Interests

Short Summary of Strengths & Interests

  • Likes dogs and playing with animal toys.
  • Likes to make sequences and groups of like things.
  • Likes to make visual matches.

Is good at matching visual items

Is This Game Appropriate? Yes

Description
Children need to match the pictures on the cards to the number and location of dogs to select. Children may like this aspect because it is a concrete form of "reading" the cards.

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

This game is not appropriate

Likes to put things in order or a sequence

Is This Game Appropriate? Yes

Description
Children who enjoy putting things in order or a sequence will put those skills on display in Walk The Dogs! They can help set up the game by placing all the dogs in a conga line. During gameplay they get to build their own line of dogs based on the cards they draw.

Learns through visualizing or "replaying" actions in their mind

This game is not appropriate

Likes activities with rules, such as math and phonics

This game is not appropriate

Is very concrete and literal

Is This Game Appropriate? Yes

Description
Walk The Dogs is highly concrete due to the 63 included miniature dog figures. The essence of the game is selecting, matching and lining up your dog figures. Children who prefer activities and language to be literal will find Walk The Dogs to be very comfortable to play. One frustration for some children may be the use of dog catcher cards, which result in loss of a player's largest group of dogs. If this is too frustrating for the child, eliminate these cards.

Learns in small "chunks" (for example, phone numbers are 3 chunks of number xxx-xxx-xxxx that are combined together)

Is This Game Appropriate? Yes

Description
Description VERBIAGE GOES HERE

Is good at nonverbal reasoning and logic

Is This Game Appropriate? Yes

Description
Walk The Dogs is light on strategy, however, children who are good at problem-solving will enjoy this feature of the game. On their turn, they must decide which of their cards to play in order to obtain the dogs they want to build up their set of 5 in a row. No verbalizing of strategy is needed.

Likes spatial problem solving

Is This Game Appropriate? Yes

Description
Walk The Dogs involves spatial problem solving as players need to select and orient dog figures to make 5 in a row. Children who are good a spatial thinking and patterns will take advantage of those skills in the game.

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

Is This Game Appropriate? Yes

Description
Some children love to play with small objects and toys. These children will enjoy playing with the 63 cute dog figures included in Walk The Dogs. They can set up the game each time by placing all the dogs in a conga line, or they can just free play with the figures to make up their own activity. During gameplay they get to build their own line of dogs based on the cards they draw.

Likes established routines or set ways of doing things

This game is not appropriate

Likes manipulating, constructing or building things

Is This Game Appropriate? Yes

Description
Children who enjoy playing with action figures, plush toys, dolls or similar toys, will find Walk The Dogs to be a good match for their skills and interests. There are 63 cute dog figures to explore and play with!

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.

Person talking holds the object being talked about near their mouth to bring the child's attention to the object. This also shows the child how the words about the object are produced. For example, hold the picture on a game card up by the mouth, and say the action the card implies.

Rather than speak, sing communication between turns or when giving short directions. Music attracts the child's attention and interest.

Use unusual or exaggerated inflection to begin a communication about the game. This attracts the child's attention.

Has difficulty understanding complex verbal directions

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Break down directions into small steps. Don't go through all the directions at once.

Combine short verbal instructions with visual and physical examples of each step.

Check for comprehension by asking the child to show you what to do next.

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? No

Strategies for Developing Compensatory Skills:
Children with autism may perseverate on a specific word. Change their "topic" by holding up a card and asking what the picture is on the card.

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? Yes

Strategies for Developing Compensatory Skills:
Incorporate a preferred topic into the game to increase motivation. For example, if the child is fixated on a particular character, like a favorite super hero, ask what the character would do if they were playing?

Practice phrases for commenting on others' play actions. For example, you say to Joe (who is playing with you), "Right on! You got two dogs." Then ask the child, "What did Joe do? "

Remind children about listening and watching others' before making their own comment or action.

Practice turn-taking in conversation. Use a cue, such as a touch on the shoulder, if needed.

Use the child's finger to point to what needs attention. He will attend to their finger first, and then the adult can label the object they are pointing at.

Extend the child's action to make a correct response. For example, if the child draws a card, point to the dogs on the card, and say, "How many dogs?"

Reinforce attention and actions by commenting on what was done correctly. For example, "You remembered what the card means!"

Has difficulty producing speech/communication

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? No

Strategies for Developing Compensatory Skills:
Use augmentative communication, such as picture cards. For example, a picture of person pointing to another person means "your turn."

Players don't need to communicate to play.

Provide at least 10 seconds wait time for the child to process or produce responses. It may take longer to formulate a thought or response for children with special needs.

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? Yes

Strategies for Developing Compensatory Skills:
Use physical actions to walk through steps numerous times, with less support for the final step each time. This is called "shaping." For example, walk through the steps of what drawing a card, interpreting it, and doing the action. Children may need help with interpretation. Use specific cue words to let the child know what is next. For example, "That card means two dogs from the front." Now what do you do?

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:
Develop a social story to be read at the start of a game. A social story is a short booklet that illustrates how a child can use positive social skills. It includes two to five descriptive statements and a directive statement. For example: "When I watch others, I will know when it is my turn. Others like me when I take turns. I will watch what others do with their pieces and listen to what they say. Others like it when I talk about the game." Add photos or drawings of the child doing the actions described in the story.

Role play social situations and reinforce appropriate words and actions. For example, role play commenting on another player's turn. For instance, "You now have 4 dogs in a row!""

Use video feedback of positive social behaviors. Video of actual play enables children to see what they or others did. Appropriate actions and interactions can then be discussed.

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? Yes

Can Child with Characteristic Play Game w/o Modification? No

Strategies for Developing Compensatory Skills:
Provide a break when needed.

Use "when...then" phrases. For example, "When you take your turn, then I'll let you play with your toy."

Frequently remind the child of the goal of the game. " You are trying to make sets of the same kind of dog."

Incorporate a motivating activity as part of the play. For example, each player gets to manipulate a fun 'fidget' toy, such as a stress ball or squeeze toy.

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? Yes

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. Provide a structure for placement of game pieces that can be the same each time the game is played. For example, have a specific location for where the board goes, the pieces, etc.

Provide choices for how the child can be involved in set up or clean up. For example, you might ask, "Do you want to line up the dogs or set up the cards?"

Involve the child verbally and with actions for the transition to the game table or at the end of game play. For example, you might say, "Let's look at the pictures on the game box and guess what it is about."

Use an object cue. Let the child hold an object from the game or activity you want to introduce prior to the transition. For example, if you were intending to play Walk the Dogs, you would hand the child a dog from the game and say, "Look here is a dog. What game does it go with?"

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:
Model and point out what others are feeling and comment on their facial expressions or words.

Discuss what causes feelings in others. For example, "You are happy because you drew a two dog card. But, look at Joe's face. What is he thinking?"

Ask child to explain their own feelings and intentions.

Ask child to explain why other players did specific actions in the game. For example, "Why did Max take dogs from Susie?"

*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards

Extended Play

Extra Ways to Play the Game
Play UNO(r) type Game. Assign special value to Bone card (ex: skip a player); Dog Catcher card (ex: lose a turn) and Leash card (ex: reverse order of play). Shuffle cards and deal 6 to each player. Put rest in middle of table. Turn over top card into discard pile. Player one starts. They try to place a card from their hand on to the discard pile by matching either color, number of images on card, or type of dog. If they cannot, they pick a card from the center pile, and their turn is over. Play moves to the next player.

Materials Needed
No additional materials needed.

Developmental Benefits
Strategy games like this encourage prediction and planning, which are important cognitive skills. Social games can build cooperation and good-sportsmanship. For younger players (under 6), they are learning and mastering matching which is part of the math standards.

Extra Ways to Play the Game
Put all the dogs in the bag, except for one of each type. Place one of each dog standing up in middle of table. Player 1 holds the bag, but cannot look inside. Player 2 picks one of the dogs standing in middle of table. Player 1 has 30 seconds to reach into bag to pull out as many of the same dog as possible. Score 2 points for every correct dog and deduct 1 point for every incorrect dog. For younger kids, do not deduct for incorrect dog.

Materials Needed
No additonal materials needed.

Developmental Benefits
Feeling shapes without looking at them helps children learn to associate mental images with physical features which enhances visual tactile memory. This also helps develop fine motor skills.

Extra Ways to Play the Game
Give 4 of each dog to all players (up to 4 players). The "dealer"asks players to close their eyes. Dealer then creates a line of 3 dogs and puts the box lid over them. Dealer asks players to open their eyes. Dealer lifts the box lid, counts to 10 and replaces lid. Using their own group of dogs, each player has 15-30 seconds to match the 3 dog line. Score a point for each dog in a correct match! Dealer goes again, this time using 4 dogs. Dealer keeps repeating, adding another dog, until no player correctly matches. At this time the dealer scores 1 point for each dog in the line they created, and the deal moves to the person on the left.

Materials Needed
No additonal materials needed, unless you add a timer.

Developmental Benefits
This modification builds memory by laddering difficulty. The "dealer" can also be creative and experimental by making different patterns (not just lines) such as circles, squares, stacking dogs, etc. The fast pace of this game strengthens fine motor skills by requiring patterns to be made with physical objects quickly.

*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards

Collapsible content

How to Play Video & Transcript

Welcome to SimplyFun’s How to Play Walk the Dogs!

A game where players create a lineup of dogs and score points for grouping breeds together.

You can play Walk the Dogs with 2-5 players, ages 8 and up.

Walk the Dogs is good for Counting skills as players count the dogs on their cards and add that many to their own line.

Walk the Dogs also helps with Predicting as players think about what cards might be played and which dogs may be available on their turn.

Start by taking the Doggie Bag and randomly pull out the dogs one at a time, placing them in a single line with all of the dogs facing the same direction, nose-to-tail.

Make sure there is a front of the line and a back of the line. The dog line will probably need to wrap around in an S shape. Be creative!

Once you have completed the center dog line, shuffle the deck of cards and deal two cards to each player.

If players are dealt a Bone Card or a Dog Catcher Card, then they should discard it and draw another card.

Any discarded cards should then be randomly placed back in the deck.

Now place the deck face-down in the middle of the play area.

To win be the first player to create a line of 5 of the same breed of dog. Or be the player with the most points at the end of the game.

During the game, players take turns playing cards and collecting dogs from the line in the middle of the play area to create their own personal line of dogs.

On your turn, take the following actions:

Draw a card: Take the top card from the draw deck and add it to your hand.

Play a card: When a player plays a card, they take the number of dogs shown on the card from the line of dogs in the center of the table.

The player must always take the exact number of dogs shown on the card. They then discard the played card.

There are different types of cards:

Green Cards: Allow a player to take dogs from the front of the line.

Red Cards: Allow a player to take dogs from the back of the line.

Yellow Cards: Allow a player to take one dog from the front of the line and one dog from the back of the line.

Leash Cards: Allow a player to take on dog from either the front or the back of another player’s line and add it to the front or back of their own line.

When players take their first dog or dogs, they start a line in front of them and as they take future turns add all collected dogs to their line.

You may choose to add dogs to the front or back of your line, in any combination, trying to group breeds or protect a group you already have in line.

Any dogs that are already in line must remain in the same order and cannot be moved during the game.

If the card is a special action card (Bone or Dog Catcher) then immediately show everyone at the table, perform the action on the card and then draw another card so that you once again have 3 cards in your hand.

Special Action Cards:

Bone Card - Everyone counts the dogs in their line.

The player with the least number of dogs in their line is given the Bone Card and it is worth 3 points at the end of the game.

The current player then draws another card and gameplay continues.

Dog Catcher - Every player loses their longest “exposed” group of dogs (one or more of the same breed) either from the front or back of their line.

The current player then draws another card and gameplay continues.

If at any time during the game, a player has a group of five matching dogs (five dogs of the same breed that are head-to-tail in line) they immediately win the game!

Otherwise, the game ends when the last dog is taken from the line in the middle of the play area.

Total up your points according to the score card and the player with the most points wins!

If there is a tie, the player with the largest group of matching dogs wins the game.

So, what are you waiting for? Have a dog-gone good time playing Walk the Dogs!