The Dice Experiment

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by nshammas
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The Dice Experiment




Activity 1# Throw a dice 60 times. Keep a tally of the outcome. Write the frequency into the tables in Step 4 and calculate the relative frequency of each outcome.# Students work in pairs to generate the data from 60 dice rolls, within a 7 minute time window.# Step 1 and Step 2 can be refered to, and practised to help you, with Activity 1. # Collect the data from your student peers, and calculate the average for each of the dice outcomes, from 1 to 6. You can use your calculators for this step.# Observe that the frequencies, from the calculated average for each outcome, from 1 to 6 are very similar.# Also observe that the relative frequencies or chance, should become closer to one sixth, when more data is gathered from more throws of the dice.



Before we can experiment with the probability of multiple dice throws, we need to understand fractions, decimals and percentages.

Watch Video to recap on how to convert fractions to decimals

Click HERE to practice your fractions and percentages

For a blank Copy Master click HERE

Activity 2# If Steps 3 & 4 are a little challenging, skip to Activity 2, by clicking the following LINK, to use a computer simulated probability program to show you, that the more times the dice throw experiment is done, the closer the actual data gets to what is theoretically predicted.


Tables located on pages 23 & 24 of Copy Master

Activity 3Classroom DiscussionQuestion1. What chance would you give of throwing, a 6? and Why?Question 2. Are your experimented results different from your predicted in Question1? and Why?Question 3. Are sixty rolls enough to tell you, if the dice is loaded or biased? and Why?Question 4. Is it surprising that class data average was somewhat closer to what was expected? and Why?Question 5. What does that tell us about our pedictions, when gathering more dice roll data from your peers? and Why?Question 6. When you throw a fair dice the score will not be less than 3. True/False?


Extension Activity# Students finishing early can ask for a class data worksheet from the teacher.# They need to gather all the pupil data outcomes, from their classroom peers, and establish the total aggregate for each outcome frequency, of the dice.# The total aggregate outcome frequency, is to be recorded on a class data worksheet provided.# Using their calculators, they are to calculate the relative frequency, in percent for each dice throw outcome.# Then they are to present their findings to their classroom peers, and reason, as to why the dice is fair and not biased.

Australian coins are used in following the examples shown in steps 1 & 2. A Dollar coin represents the 100 in per-CENT.



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