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# Dice Activity

Note: This activity should only be done after the Spinner Activity
This activity is to be done on your own. In this activity, you will need a pair of six-sided dice. You will roll the dice and record the numbers that come up as tally marks on this worksheet. Repeat this step until you have made and recorded twenty-five rolls. The goal we are aiming for is to make as many rolls where the numbers add up to 7 as possible, but you need to record every roll. Keep in mind that the order of the numbers is not important. Combinations: 1 & 1: _______ 1 & 5: _______ 2 & 4: _______ 3 & 4: _______ 4 & 5: _______ 6 & 6: _______ Once you have twenty-five rolls, write out the fractions of each total and their equivalent decimals- the decimals that have the same value as the fractions. Remember that the denominator for the fractions will be twenty-five, unless it can be reduced. Combinations (fraction): 1 & 1: _______ 1 & 5: _______ 2 & 4: _______ 3 & 4: _______ 4 & 5: _______ 1 & 2: _______ 1 & 6: _______ 2 & 5: _______ 3 & 5: _______ 4 & 6: _______ 1 & 3: _______ 2 & 2: _______ 2 & 6: _______ 3 & 6: _______ 5 & 5: _______ 1 & 4: _______ 2 & 3: _______ 3 & 3: _______ 4 & 4: _______ 5 & 6: _______ 1 & 2: _______ 1 & 6: _______ 2 & 5: _______ 3 & 5: _______ 4 & 6: _______ 1 & 3: _______ 2 & 2: _______ 2 & 6: _______ 3 & 6: _______ 5 & 5: _______ 1 & 4: _______ 2 & 3: _______ 3 & 3: _______ 4 & 4: _______ 5 & 6: _______

6 & 6: _______ As originally stated, we are looking at all combinations adding up to seven. What fraction of the rolls were a combination of 1 and 6? What fraction of the rolls were a combination of 2 and 5? What fraction of the rolls were a combination of 3 and 4? How many of the original twenty-five tally marks were in the 1 & 6, 2 & 5, and 3 & 4 groups put together? Using what youve written, and remembering that there were twenty five rolls, figure out the sum of the three fractions youve written in this section. How did you get this answer?

Combinations (decimal): 1 & 1: _______ 1 & 5: _______ 2 & 4: _______ 3 & 4: _______ 4 & 5: _______ 6 & 6: _______ For the next step, you will use what you learned in the spinner activity, that a/b = (n x a)/(n x b). Take each fraction that you made, multiply the numerator and denominator both by 4, then display the new fraction. Combinations (new fraction): 1 & 2: _______ 1 & 6: _______ 2 & 5: _______ 3 & 5: _______ 4 & 6: _______ 1 & 3: _______ 2 & 2: _______ 2 & 6: _______ 3 & 6: _______ 5 & 5: _______ 1 & 4: _______ 2 & 3: _______ 3 & 3: _______ 4 & 4: _______ 5 & 6: _______

1 & 1: _______ 1 & 5: _______ 2 & 4: _______ 3 & 4: _______ 4 & 5: _______ 6 & 6: _______

1 & 2: _______ 1 & 6: _______ 2 & 5: _______ 3 & 5: _______ 4 & 6: _______

1 & 3: _______ 2 & 2: _______ 2 & 6: _______ 3 & 6: _______ 5 & 5: _______

1 & 4: _______ 2 & 3: _______ 3 & 3: _______ 4 & 4: _______ 5 & 6: _______

As before, we will look at the combinations adding up to seven. What new fraction of the rolls were a combination of 1 and 6? What new fraction of the rolls were a combination of 2 and 5? What new fraction of the rolls were a combination of 3 and 4? By using the same rules as the last time you answered this section, figure out the sum of the three fractions. Does the same rule apply here?

Now we will look at the term percent. It is a word that essentially means for every hundred. If you look at your new fractions, they show how many parts each combination has for every 100 parts. In other words, for every 100 rolls of the dice, this is how many times the roll would be a particular combination. For example, 72/100 would mean that there are 72 rolls for every 100 rolls, or 72 rolls per 100 rolls; 72/ 100 = 72 %. How would you mathematically go from 72/ 100 to 72%? (Remember that the line in a fraction is the same as a division symbol.)

## Using this method, convert the new fractions to percentages.

Combinations (percentage): 1 & 1: _______ 1 & 5: _______ 2 & 4: _______ 3 & 4: _______ 4 & 5: _______ 6 & 6: _______ (As a side note, any decimal multiplied by 100 will also create a percentage. Feel free to practice with this.) Once more, we will look at the combinations adding up to seven. What percentage of the rolls were a combination of 1 and 6? What percentage of the rolls were a combination of 2 and 5? What percentage of the rolls were a combination of 3 and 4? What total do you get when you add these percentages together? 1 & 2: _______ 1 & 6: _______ 2 & 5: _______ 3 & 5: _______ 4 & 6: _______ 1 & 3: _______ 2 & 2: _______ 2 & 6: _______ 3 & 6: _______ 5 & 5: _______ 1 & 4: _______ 2 & 3: _______ 3 & 3: _______ 4 & 4: _______ 5 & 6: _______

What connections have you noticed between fractions, percentages and decimals?

Challenge question: How many times would you have potentially rolled a combination adding up to seven if there were 1,000 rolls? For even more challenges, complete this exercise again while picking your own number of rolls to use.