Mirror Mansion
Mirror Mansion
2-4 players • 30 min • 8 & up
Focus: Geometry
Couldn't load pickup availability
Learn the basics in the geometrics of reflection with this one-of-a-kind game. Use your mirrors to explore every nook and cranny of the Mirror Mansion to find the hidden treasures.
Skills: Geometry, Memory
Game Includes
Game Includes
- 30 Jewels
- 11 Treasure windows
- 1 Open window
- 8 Voting chips
- 4 Mirrors
- 1 Player Pawn
- 1 Pawn holder
- 1 Blocker piece
- 1 Six-sided Die
- 1 Game Board
- 1 Rules Booklet
Share
Collapsible content
How to Play
Educational Standards
Math
- Measurement and Data
- Geometric measurement: understand concepts of angle and measure angles. Grade Level 4th
Science
- Inquiry
- Conducting Investigations
- In prior grades students learned that scientific investigations involve trying to answer questions by making observations or trying things out. In grades 2-3 students learn to conduct different kinds of investigations. Although students may not yet be able to plan investigations alone, they can carry out investigations in collaboration with other students and support from the teacher. Actions may include observing and describing objects, events, and organisms, classifying them and making and recording measurements. Students should also display their data using various tables and graphs, make inferences based on evidence, and discuss their results with other students. Grade Levels 2nd, 3rd
- In prior grades students learned to conduct different kinds of investigations. In grades 4-5 students learn to plan an investigation, which involves first selecting the appropriate kind of investigation to match the question being asked. One type of investigation is a controlled experiment (a “fair test”). Others include systematic observation, field studies, and models and simulations. Students can also collect, display, and interpret data; summarize results; draw conclusions from evidence; and communicate their findings. Students are aware that scientific explanations emphasize evidence, involve logical arguments, and are consistent with scientific principles and theories. Students are also expected to communicate their findings and to critique the investigations of others with respect and intellectual honesty. These capabilities are essential in preparing students for the more extensive and rigorous investigations that they will be planning and conducting in middle school. Grade Levels 4th, 5rd
- Systems
- Complex Systems
- In prior grades students learned to think systematically about how the parts of objects, plants, and animals are connected and work together. In grades 4-5 students learn that systems contain smaller (sub-) systems, and that systems are also parts of larger systems. The same ideas about systems and their parts learned in earlier grades apply to systems and subsystems. In addition, students learn about inputs and outputs and how to predict what may happen to a system if the system’s inputs are changed. The concept of a hierarchy of systems provides a conceptual bridge for students to see the connections between mechanical systems (e.g., cities) and natural systems (e.g., ecosystems). Grade Levels 4th, 5th
- Energy: Transfer, Transformation, and Conservation
- Heat, Light, Sound and Electricity
- In prior grades students learned to identify several different forms of energy. In grades 4-5 students build on their intuitive understanding of energy and learn how heat, light, sound, and electrical energy are generated and can be transferred from place to place. For example, they can observe that energy of motion can be transferred from one object to another. They can observe how heat energy is generated and moves from a warmer to a cooler place, and how sound can be produced by vibrations in the throat or guitar strings or other forms of vibration. They can also see that electrical energy can do many things, including producing light, heat, and sound, and can make things move. This introduction to the many forms of energy helps to prepare students for later studies of energy transformation and conservation. Grade Levels 4th, 5th
Skills
Explore
What Does Child Do To Use Skill In The Game?
Players explore the relationship between mirrors and light reflection.
How Parents Can Assist Learning
The directions are complicated and children may not intuitively understand the goal of the game. Parents need to carefully explain, so that children understand how to explore the possibilities. Prior to playing the game the first time, allow children to explore how the game works by moving mirrors around and looking at what treasure is revealed.
Learning Implications and Educator Support
Mirror Mansion is a great way for children to explore the scientific properties of light and reflection. To encourage scientific curiosity and experiential learning, allow children to explore how the game works by moving mirrors around and looking at what treasure is revealed.
Determine
What Does Child Do To Use Skill In The Game?
Players determine how to position mirrors so the angles of light reflect a specific image. They also determine who gets jewels and who has enough jewels to win.
How Parents Can Assist Learning
Parents can ask children to explain their thinking while they are planning their approach. Ask questions such as, "If you place the mirror there, which direction will the light go?"
Learning Implications and Educator Support
To help children predict and analyze options and consequences, educators can ask children to explain their thinking while they are planning their approach. Ask questions such as, "If you place the mirror there, which direction will the light go?"
Compare
What Does Child Do To Use Skill In The Game?
To learn how the light reflection works, Players need to compare the results of various trials. Which were successful? Why? Which were not successful? Why?
How Parents Can Assist Learning
Parents should ask children to compare turns that were successful and turns that were not. What happened with each? Children also compare their memory of where treasures are located with their actions of other players to make a prediction about other players' success in making a path to the correct treasure.
Learning Implications and Educator Support
Children are comparing the outcomes related to the orientation of mirrors as they change each turn. This supports learning the scientific priniciples regarding light reflection. Ask children to compare turns that were successful and turns that were not. What happened with each?
Remember
What Does Child Do To Use Skill In The Game?
This is a key element of the game, as players must remember where jewels are located in the mansion.
How Parents Can Assist Learning
Parents should encourage children to pay close attention to where the treasures are located when the windows are first placed in the mansion. Remind them to watch as the open window is switched with a treasure, as this will change its original position.
Learning Implications and Educator Support
This game requires remembering the location of 11 treasures (and stinking socks). To help children memorize the location, encourage them to say aloud the location of the treasure relative to the icon on the board. For example, if the red ruby treasure card is placed next to the key, the child would say "I see the red ruby treasure next to the key." And, encourage them to make a mental image of the treasure (ex: red ruby) and icon (ex: key) being next to each other. They techniques can aid in memory development. Encourage children to remember the pattern of the mirrors on successful turns. This may help them on future turns.
Predict
What Does Child Do To Use Skill In The Game?
All players must predict whether a specific jewel will be seen or not.
How Parents Can Assist Learning
Parents should encourage children to try to figure out the trajectory of the light beam created by the orientation of the mirrors. Then compare where they think the beam will end with what they remember is on that card. Remind children to use the light lines on the game board to help determine the trajectory of the light beam.
Learning Implications and Educator Support
Educators should encourage children to try to figure out the trajectory of the light beam created by the orientation of the mirrors. Then compare where they think the beam will end with what they remember is on that card. Remind children to use the light lines on the game board to help determine the trajectory of the light beam.
Plan
What Does Child Do To Use Skill In The Game?
Players need to plan where to move the mirrors. In more challenging versions of the game, the players can plan how to block an opponent and make their turn more difficult.
How Parents Can Assist Learning
Parents can support children by reminding them to use the lines on the board to help children plan where to place their mirrors.
Learning Implications and Educator Support
There is significant planning in Mirror Mansion. Educators can support children by reminding them to use the lines on the board to help children plan where to place their mirrors. Also, to be successful in their planning, children need to know (or believe they know) where the treasure is. Help children by asking them to "Wait. Look. Think." This will help with impulsivity and planning. Also, using such cues can give children a model for future play.
Experiment
What Does Child Do To Use Skill In The Game?
Players can experiment with different approaches to winning the game, adopting offensive strategies or defensive strategies.
How Parents Can Assist Learning
Matter is good for experimenting with strategy and tactics. Discuss different strategies prior to starting the game and encourage the child to select one. Play the game and discuss. Then, play again with the child trying a different strategy. Discuss again and compare the advantages and disadvantages.
Learning Implications and Educator Support
Matter is good for experimenting with strategy and tactics. Discuss different strategies prior to starting the game and encourage the child to select one. Play the game and discuss. Then, play again with the child trying a different strategy. Discuss again and compare the advantages and disadvantages.
Practice
What Does Child Do To Use Skill In The Game?
Each turn is practice, but practice before and after the game can enhance skill.
How Parents Can Assist Learning
Allow children to play Mirror Mansion as an activity, i.e. without any rules. This will allow children to experiment by moving mirrors around and looking at what treasure is revealed. This is both fun and a form of practice that will allow them to be more successful when playing the game.
Learning Implications and Educator Support
Mirror Mansion is a great way for children to explore the scientific properties of light and reflection. To encourage scientific curiosity and experiential learning, allow children to practice how the game works by moving mirrors around and looking at what treasure is revealed.
Solve
What Does Child Do To Use Skill In The Game?
If the child whose turn it is sees the correct jewel through the open window, s/he has solved the problem. Players conclude whether they were accurate or not with each turn. Players conclude who won by adding their total jewels.
How Parents Can Assist Learning
After each turn, ask children to say how many jewels they have so they know how many they need to win, or if they have won the game.
Learning Implications and Educator Support
After each turn, ask children to say how many jewels they have so they know how many they need to win, or if they have won the game.
Review
What Does Child Do To Use Skill In The Game?
Players may review if encouraged. See Implications for Learning and Adult Support.
How Parents Can Assist Learning
This is not part of the game, but a review of why a plan worked or didn't is useful to help children learn the concepts.
Learning Implications and Educator Support
This is not part of the game, but a review of why a plan worked or didn't is useful to help children learn the concepts.
Demonstrate
What Does Child Do To Use Skill In The Game?
Players may demonstrate if encouraged. See Implications for Learning and Adult Support.
How Parents Can Assist Learning
Parents can ask children to explain how they remembered where the objects were. They can also explain why they placed the mirrors in the positions they chose.
Learning Implications and Educator Support
Children can be asked to explain how they solved the problem. This can help others to learn the principle. Even if there choices were wrong, listening to their explanation can offer insights into their thinking. The educator can then involve other children in explaining why this approach didn't work.
*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards
Special Needs
Cognitive
Suggestions for How to Modify Play Experience
One Mirror at a Time: Place window tile in slot by either "?" mark. This is now the "front" of the Mansion Pick any treasure and place it on any slot on the either side of Mansion. Use 1 mirror to reflect to the treasure. Great! On next turn, remove the mirrors and treasure. Place a new treasure card on a slot across from the window, other than the slot directly across from the window. Use 2 mirrors to reflect to the treasure. Next turn, remove mirrors and treasure, place new treasure in one of the slots on side of Mansion (like in the player's first turn), and use 3 mirrors. For the final round, remove mirrors and treasure, place new treasure in slot to either side of window on the front of the mansion, and use 4 mirrors.
Treasure Correspondence: Remove the stinky sock tile. Place all the other tiles in the slots with images corresponding to the tile (example: the crown tile goes in slot directly in front of the image of crown on the game board.) Place the window in slot by either "?" mark. Someone says a treasure (example: Ruby) and the player uses as many mirrors as possible to reflect to the treasure. Score 1 point for each mirror and no points if there is no or incorrect reflection.
Communication
Suggestions for How to Modify Play Experience
Engage in conversations by asking children to imagine who might live in the mansion, what might it look like inside, what is their favorite treasure, what would they do if they found real treasure, and other imagination based questions.
Help children learn spatial relations language by using words such as front, side, back, up, down, rotate, over and under as you play the game.
Sensorimotor
Suggestions for How to Modify Play Experience
Pair up children with someone who can manipulate mirrors and treasures. Children point to slots where they want mirrors, window and treasures to be placed, and direct partner on how to orient mirrors.
Social Emotional/Behavioral
Suggestions for How to Modify Play Experience
Have children work in pairs, giving each child 2 mirrors. They can work collaboratively to determine the reflection path they want to create, and then take turns placing one mirror at a time. Have different child start each turn.
Vision
Suggestions for How to Modify Play Experience
Shine a flashlight down in front of the last mirror or the only mirror, if only one is used. This will help illuminate the treasure. Adults can discuss why adding more light makes it easier to see the treasure.
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
Autism Strengths & Interests
Short Summary of Strengths & Interests
- Likes and is interested in mirrors and reflection.
- Is good a spatial reasoning and visualizing the effects of reflecting light among multiple mirrors.
- Has good dexterity and fine motor skills.
Is good at matching visual items
This game is not appropriate
Has a good memory for sensory details, including visual, touch, taste and smell
Is This Game Appropriate? Yes
Description
Children who are good at memory games like concentration, can enjoy trying to remember where various Treasure Windows are placed at the beginning of each Mirror Mansion game.
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
Winning at Mirror Mansion requires placing the mirrors in the correct order and orientation (i.e. facing the right way). Therefore, if children enjoy ordering and sequencing, they will likely enjoy figuring out how to arrange the mirrors in order to reveal the treasures hidden in the Mirror Mansion.
Learns through visualizing or "replaying" actions in their mind
Is This Game Appropriate? Yes
Description
Children who are good at visualizing the effects of a possible action will be able to use that skill in Mirror Mansion. In particular, players will be imagining the path the light will take as it bounces off different mirrors as they move mirrors on their turn. One side of the game board has guidelines to help children determine if their visualization may work. The more advanced side of the board has no guidelines. One additional aspect of Mirror Mansion is that players vote on whether the lead player's mirror path is correct. This requires ability to imagine the light path another player has created, determine the target it will land on, and remember if it is the right target.
Likes activities with rules, such as math and phonics
This game is not appropriate
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
Mirror Mansion does not require verbal skills. Therefore, children who are good at non-verbal reasoning and logic will benefit from Mirror Mansion. Children will be learning or reinforcing the principle of light reflection as they experience the results of rearrangement mirrors on each turn. The advanced side without light guidelines is especially good for children with this strength, as it requires players to be able to predict using internalized rules and nonverbal reasoning.
Likes spatial problem solving
Is This Game Appropriate? Yes
Description
Mirror Mansion is all about spatial reasoning, with specific emphasis on the reflection of light. Children with an interest in light will love Mirror Mansion. And if they are good at spatial problem solving, they will enhance that strength playing the game. Ultimately, when they place mirrors in such a way that the desired treasure is seen in the Open Window, they will win the turn!
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
Fine motor skills are needed in the game as players must arrange the picture targets in slots as well as rearrange the mirrors in slots to reflect the targeted picture. Children who like to manipulate and play with small objects will be able to show off those skills in Mirror Mansion.
Likes established routines or set ways of doing things
This game is not appropriate
Likes manipulating, constructing or building things
This game is not appropriate
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:
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 name of the object on the card.
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? No
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Game is not recommended for children with this concern.
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:
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? No
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Game is not recommended for children with this concern.
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."
Use gestures and sign language to illustrate actions or concepts. For example, use a thumbs up or down for whether they think the player made an accurate mirror arrangement.
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? No
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Game is not recommended for children with this concern.
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? No
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 finishing the game and congratulating the winner. Or, role play commenting on another player's turn. For instance, "I think you are right." 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 he's done, you tell him if he's' right. Watch him carefully."
Frequently remind the child of the goal of the game. "Remember where the objects are, then you can find them."
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.
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 set up the treasures or place the mirrors?"
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."
There are many transitions within the game and multiple things to remember and organize, structure the game so that children focus on one aspect at a time. For example, "First study and remember. Think about where each item is located. Give yourself clues to help you remember." Focusing on one aspect of the game at a time will help the child have a consistent structure for playing the game and make transitions within the game easier.
Has difficulty understanding others' feelings, intentions, and the reasons for others' actions.
Is This Game Appropriate for Child with Characteristic? No
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Game is not recommended for children with this concern. Children need to understand other's reasoning.
*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards
Extended Play
Extra Ways to Play the Game
Remove all windows and mirrors from the board. Player 1 puts the open window in any slot on the edge of the board. Player 1 then uses two to four mirrors to create a light path directed toward any of the illustrations around the edge of the board. Player 2 picks the treasure window s/he thinks matches the illustration that the light path will reflect. Player 2 places the treasure window in the corresponding slot. If correct, both players gets one jewel for each mirror used. If Player 1 places the mirrors incorrectly so nothing is reflected, player 2 has the opportunity to correct the mistake(s) and find the jewel window that will match th corrected light path. If correct this player gets double the number of jewels for each mirror placed. If PLayer 1 correctly places the mirrors, but Player 2 chooses the wrong trasure window, Player 1 gets one jewel for each mirror and Player 2 gets no points. Player 3 then has an opportunity to pick a new treasure window to place in the correct slot. Keep rotating play clockwise (Player 2 now sets up the mirrors, and player 3 finds the treasure window.
Materials Needed
No additional materials needed.
Developmental Benefits
Children learn the scientific principles associated with light reflection. They also learn these principles through both setting up the mirrors and predicting the light beam path. Language skills are needed when explaining how the light path works.
Extra Ways to Play the Game
Hold a mirror in each hand with one mirror held stationary so the child can see into it and the other mirror held facing the first. The child can look into one mirror and see what is reflected in the other. Ask the child to describe what they see.
Materials Needed
No additional materials needed.
Developmental Benefits
This is not a game, but an exploration of how mirrors reflect each other to reveal different views of objects. Exploration and discovery are the foundations of curiosity and help build intrinsic motivation. Children will have fun trying to see specific objects in the mirrors without looking directly at them.
*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards
Collapsible content
How to Play Video & Transcript
This game is a treasure hunt for 2 to 4 kids ages 6 and up. Your job each round is to figure out how to move the mirrors to point to a particular treasure hidden somewhere in the mansion.
Mirror Mansion is played right inside the game box. It comes with 12 treasure windows, 4 mirrors, a bag of jewels and voting chips for four players.
This game is a wonderful introduction to spatial analysis - a skill which is critical in fields where models are used to represent a system and predict outcomes - jobs in geology, wildlife conservation or even economics depend on modeling. Players are also presented with early geometry topics, as well as basic physics - learning the mechanics of reflection on mirrors.
Here’s how to set up the game. Note that one side of the board illustrates rays of light connecting all the slots. Use this side of the board with beginning players.
Drop the treasure windows into the slots around the outside of the box, allowing players to observe and memorize their locations. Make sure the treasure illustrations are turned inward as you do this. Now place the mirrors in random locations.
Notice that one of the tiles has an open window. When you look through this window, you will see an image that bounced through the maze of mirrors to reach your eye. Pretty amazing!
The pawn can go in any of the spaces on the game board.
Each player receives two voting chips. The burning candle is used to vote YES, and the snuffed out candle is to vote NO.
Ok, we’re ready to play. The youngest player takes the first turn. Roll the die and move the pawn clockwise around the board. The space where the pawn lands shows which treasure you’re looking for. If the illustration shows a question mark, let the player on your left decide.
It’s time to find treasure! But no peeking… you aren’t allowed to look through the open window yet. First, you need to remember which treasure window contains the treasure you seek. When you’re ready, move the mirrors into positions that will allow you to see that treasure through the open window.
Before checking the open window, all other players have an opportunity to vote. They try to predict whether the player correctly found the treasure they were looking for. Vote with the lit candle to guess YES, or the unlit candle to guess NO.
At last, it’s time to check the window. What do you see? If you see the correct treasure, take one jewel from the bag as a reward. Next, lift out the treasure window you believe contains the treasure you’ve seen. If it does, you have demonstrated an understanding of how mirrors work and may take one more jewel for your collection. If not, take no extra jewel.
Additionally, if you found the stinky sock in the open window, or when you check the treasure window lose one of your jewels.
Now we check which players correctly predicted whether the treasure would appear in the open window. Each player who voted correctly receives one jewel from the bag.
Continue playing until someone has collected enough jewels to be the ultimate treasure seeker. For a four player game, that’s 8 jewels. For three players, it’s 10. And for two, the target is 12 jewels.
After you have a few games under your belt, you can try some advanced rules. Try playing with the side of the board that doesn’t show the light rays for an extra challenge. Or let an opponent use this “blocker” piece to make it more challenging to find treasures.
Mirror Mansion is a fun way to learn some useful basics of light and reflections. It’s a lot of fun, and presents these topics in a unique way. We hope you enjoy it!
- Choosing a selection results in a full page refresh.
- Opens in a new window.