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Dice Fun Spreadsheet

An important concept in mathematics is the study of probability. How often does a particular number occur in random rolls of the dice.

To use this activity, you will need a pair of dice for each student, some paper to write down the tallies of the dice rolls, and a copy of the Dice Fun spreadsheet for each student.

Draw a tally chart on the paper. On each line, write the numbers from two to twelve - all the possible rolls of the dice. As each roll of the dice is totalled, put a tally mark on the chart by the total. A talley mark can be a single stroke of the paper, or a check mark.

Have students roll the dice and determine the total rolled. On the paper, put a tally mark by the total. Roll the dice again and repeat the record on the paper. After about two dozen or more rolls of the dice, take the tally paper to the computer and enter the results of this "game".

First, enter the number of rolls in this game. Then, add up the tally marks for each possible sum, and enter them in the same column. The sheet will automatically total the tallies in the left column, and will computer the percentage of the time that roll occurred in the far right column.

Dice Fun can be either a classroom or a home activity. Parent or teacher should oversee the downloading of the Dice Fun spreadsheet, and help the student make the first entries. The parent or teacher can also point out the changes in totals and percentages as each entry is made.

Dice Fun is not a one-time activity. It must be played a number of times, perhaps with different sets of dice. Let the student notice how randomly the numbers are rolled. Playing one game of Dice Fun at the beginning of math class is a nice way to get the concepts lodged in young minds.

You can add an element of probability to the activity, by having students guess as what total they will roll, and mark the tallies for correct guesses by circling them. Students can make note of how often the guess correctly. It is then a good idea to suggest that the low probability of guessing the total suggest that the student should NOT consider a career in gambling!

• For the worksheet, the user can enter two identifiers. The first can be the name of the teacher or the name of the class.
• The second identifier can be the name of a student, or a student group name. It is strongly recommended that each student be provided their own individual worksheet based on their individual needs.
• The user chooses the level of difficulty for each worksheet. Levels are: up to the number 5, 10, 15, 20, 30, 50 and 100.
• The user chooses the shape to be used on the worksheet.
• The user chooses whether the worksheet will use shapes, numerals or number words.

Directions for the Count Worksheets

• The user chooses the highest number to be used on the worksheet.
• The user choose the shape to be used on the worksheet. Choice of shape can be coordinated with other math and science activities ongoing in the classroom. Choices are: circle, square, triangle, rectangle, oval, star, heart.
• The user chooses if the student will provide a numeral or a number word as the answer to the count activity.
• The user chooses the activity for the student. Choices include: count a set of shapes, draw a set of shapes, paste a set of shapes (stickers).

Directions for the Compare Worksheets

• The user chooses the highest number to be used on the worksheet.
• The user choose the shape to be used on the worksheet. Choice of shape can be coordinated with other math and science activities ongoing in the classroom. Choices are: circle, square, triangle, rectangle, oval, star, heart.
• The user chooses the activity for the student. Choices include: compare a set of shapes, compare numerals, compare number words.

Printing all Worksheets

Finally, the user clicks on the "Show Worksheet" button. If a very simplified worksheet is needed, click on the "One Problem" button and a worksheet will be provided with a single problem on it. The worksheet then appears on the screen and can be printed out using the usual print commands in the user's browser.

For students with hearing impairments:

Provide the student with directions to complete the worksheet in sign language or clear speech to enable lip-reading.

For students with no hand control:

Addition: Show the worksheet to the student. Let them count the shapes with their eyes, then either say the number or chose the number from a set of numerals.

Subtraction: Show the worksheet to the student. Let them count the shapes with their eyes. Ask the child how many to cross out. Cross them out for the child as the child indicates yes or no. Let the child count the number remaining. Child can either say the number or choose the number.

Multiplication: Show the worksheet to the student. Let them count the number of circles and the number of dots in each circle. Then have them count the total number of dots. Child can either say the number of dots or choose the number from a set of numerals..

For students with limited hand control:

Count Worksheets. Use rubber stamps with each of the numerals 0-9 and rubber stamps with the shape to be drawn or pasted on the worksheet. Student stamps the worksheet with the appropriate numerals and/or shapes.

Compare Worksheets. Use rubber stamps of the three comparison symbols: >, <, =. Student stamps the worksheet with the appropriate symbol.

Calculation Worksheets (Addition, Subtraction, Multiplication, Division). Encourage student to count with eyes instead of hands. Use rubber stamps to show the numbers of shapes or dots counted, remaining, or divided.

Choose the "Paste" versions of the worksheets. Provide the student with pictures of the shapes, numerals, circles with sets of dots, or comparison symbols and glue, or with stickers. Stickers can be made from any small labels either on a printer or by hand.

Source of stickers: http://www.abcteacher.com/catalog/cd-shapest.shtml

For students with no vision:

Duplicate the activities on the worksheet using shaped blocks for shapes, and numerals, number words, and comparison symbols made in braille.

1) Give the student a set of blocks all of the same shape. Have the student identify the shape, and then count the blocks. They should then choose the braille numeral or number word for the count.

2) Give the student a numeral or number word in braille and access to a number of blocks of a given shape. As the student to provide the number of blocks called for by the brailled problem.

3) Create two sets of blocks and the brailled comparison symbols, and ask the student to count each set, and choose the correct symbol.

4) Provide the student with two brailled numbers (numerals or number words) and the brailled comparison symbols. Let the student created a brailled number sentence using the correct symbol.

5) Addition: Set out two sets of blocks. Ask the student to count them and choose the correct braille symbols for them. If the child is able to write the numbers, they can do so.

6) Subtraction: Set out the total number of blocks. Ask the student to remove the blocks to be subracted. Then ask the student to count the remaining blocks. Student then write, or choose the braille number for the remainder.

7) Multiplication: Set out circles or squares with sets of raised dots (can be brailled) on them to match the problem. Have the student count the number of sets, and the total number of dots, and write or choose the braille number that solves the problem.

8) Division: Set out small dots (gum drops?) with large squares or circles. Set out the dots according to the division problem. Let the student put the number of dots on according to the problem on the large squares in sets. Have them count the number of sets.

For student with limited vision and blindness:

The Kramner Abacus for the blind
is a recommended tool for understanding math as well as being a nifty hand-held calculating device.

You can increase the size of the text in your browser and it will print in a larger size. This will not increase the size of the shapes. You may need to use larger stickers or pictures for the paste activities, and you may need to provide additional paper for the draw and paste activities.

For students with impulsivity and attention problems:

Choose the "One Problem" option on the worksheets, and present problems one at a time. As the student gains more control, tape pages together side-by-side until the student is doing the same number of problems as classmates.