Yahtzee and Math

Computer based testing just started and that means that only the computers in the Library and Computer lab are allowed to be used.  All other computers and digital devices cannot so I have to plan alternative activities for my computer based credit recover class.

Most of the students in that class have tried the regular classroom but cannot hack it so they are here.  Some are trying to make it while others don't do much.  So I have to prepare lessons for students as if its a regular class.

So on Tuesday, I had to do something that didn't involve a computer.  I printed off two worksheets to practice order of operations and two of the three who made it, did quite well.  They listened to me, they worked through the problems doing it step by step until the sheet was completed. 

Rather than have them do another worksheet, I broke out the Yahtzee game for them to play.  I figured it would strengthen their adding and multiplication skills, have them predict what they needed to get a small or large straight, full house, or other combination.  The boys helped each other, discussed what would be better for the other to aim for and had a good time communicating.

Later in the week, I think I'll teach a probability lesson using Yahtzee and dice.  I found this activity which has pairs of students roll two dice until they each roll a six on one die.  They have to write down the numbers they rolled each roll and the number of rolls they made.  On the whiteboard, students will write down the total number of rolls it took to get the six.  At this point, have the class calculate the average number of rolls to get a six.  It should be about 6 rolls.

Repeat the experiment, only have each student roll both dice to see how long it takes to roll two sixes at once.  They need to write down the combination each time the dice are rolled and keep track of the roll it is.  Have students write the total number of rolls it took to get double sixes on the board.  Once all the data is on, they need to find the average of rolls which should be around 36. 

At this point, its time to have a discussion with the students to see if they can figure out the mathematical probability of rolling a six with one die (1/6) and the probability of rolling double sixes (1/36 or 1/6 * 1/6).  Its possible to take this even further.  If you want to know all the probabilities for three of a kind, four of a kind, a full house, etc check here because they have the probabilities with explanations and graphs.

Speaking of graphs, one can take the number of rolls and arrangement of the die or dice and create a histographs or other graph from the completed data collection.  I am going to try this later in the week and we'll see how it goes.  Let me know what you think, I'd love to hear.  have a great day.