Dice Activities - For Mathematical Thinking

RIC-6013 6.7/781

Dice activities for mathematical thinking (Ages 10–13) Published by R.I.C. Publications® 2010 under licence to Didax Inc.

This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

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Revised 2012 Copyright 2010 Mary Saltus and Chet Delani ©

ISBN 978-1-74126-934-5 RIC–6013

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Dice activities – Building number sense and power (Ages 5–8) Dice activities for subtraction (Ages 6–9) Dice activities – Building multiplication facts and developing fluency (Ages 8–12) Dice activities for mathematical thinking (Ages 10–13)

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Dice activities for mathematical thinking Foreword Successful maths students are able to calculate simple mathematical problems mentally. The activities in Dice activities for mathematical thinking were created by teachers to engage students in developing fluency with the mathematical concepts of square numbers, square roots, prime numbers, factorials, summation and integers. The activities are designed to empower students with the ability to address mathematical problems and challenges with a sense of curiosity and confidence.

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The activities in this book require only the use of dice, a commonly available manipulative. They provide an opportunity for students to play with big mathematic ideas without the need for paperand-pencil drill. The activities are engaging, generate friendly competition and provide immediate use of and reason for learning these mathematic concepts.

Contents

Introduction.............................................................................................................................................................. iv – v Curriculum links.............................................................................................................................................................. vi

Concepts.......................................................................................................................................................................... vii

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C.Publ i cat i ons Part 1:• Dice activities.............................1–91 Part II:s Independent exploration f o rr evi ew pur p o eson l y• activities..............................................93–123

Square number chart – 1 to 144............................................................................................................................... viii Prime number chart – 1 to 100................................................................................................................................... ix

Dice graph activities........................................1–13

Four in a row activities.................................25–36

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Square off activities........................................37–48 Crossover activities.......................................49–60

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Tic tac toe/ Four-grid tic tac toe activities......................61–83

Introduction to independent explorations.....................................................94–95 To the student....................................................... 96

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Table completion activities...........................15–24

Maths log................................................................ 97 Explorations using a random set of numbers......................................................... 98–103

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Aim for activities............................................85–91

Explorations using a specific set of numbers....................................................... 104–119 Possible solutions...................................... 120–123

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Dice activities for mathematical thinking iii

Introduction

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Fluency with number and operation is a critical skill for the development into more complex mathematical challenges. The activities in this book (and series) provide students with ample opportunity to practise basic skills and facts.

The dice activities are highly engaging, employing game theory as the motivating force to keep students focused.

Consider the problem of summation 4, noted as ∑4. When asked to solve ∑4, students should expand it to read: ∑4 = 4 + 3 + 2 + 1 = 10. Depending on their mathematical competency, a variety of strategies can be employed. Some students will just begin to add the numbers, as in the following: 4 + 3 = 7, 7 + 2 = 9, and 9 + 1 = 10.

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t is important to acknowledge the value of dice play for students and how it can impact their mathematical competence.

The most powerful tool that needs to be developed in the mathematical journey is each student’s mathematical thinking skills. If a student develops the disposition towards thinking mathematically—employs a curiosity of about why and wonders how­—then he or she is on the road to independent thinking and a constructivist approach to problem solving. Rather than depending on memorised procedures, the student will actually think through a problem and develop a rationale for solution.

Other students might consider that they just recently found the solution to ∑3 (answer: 6) and since ∑4 includes ∑3 + 4, then the answer merely requires them to solve 6 + 4, which equals 10. Some students will look for patterns to add sequences of numbers and strategise that the summation of even numbers might be an algebraic pattern of [.5n] x n + [.5n] … in this case, half of 4 = 2, times 4 = 8, plus half of 4 = 10.

The critical issue is that whatever strategy a student employs makes sense to him or her and is not merely a repetition of the teachertaught strategy. Students are more apt to remember their own solutions or at least be able to reconstruct them. Herein lies the power of differentiated instruction; students need to be allowed to employ their own strategies to solve problems.

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The preceding book in the series stressed multiplication facts; Dice activities for mathematical thinking emphasises more sophisticated mathematical concepts such as prime and composite numbers, factorials, summation, square roots and square numbers.

These mathematical concepts are key elements of many algebraic patterns and square numbers appear on a frequent basis. Students therefore need a working knowledge and quick recognition of these numbers. The activities in this book provide that knowledge base, helping students develop a fluency in working with a level of number that is more mathematical than arithmetic.

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A facility in working with factorials and summations, and the ability to use them to strategise and to solve problems, is invaluable.

Students can function at various levels of problem-solving in approaching factorial and summation-related challenges.

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Many of these activities can be explored on a larger scale. Take, for instance, the classic problem of using four 4s to write the numbers 1 to 100. This could be done as a whole-class activity, challenging the students to collaborate on solutions. A dramatic challenge would be for several classrooms of the same Year level to compete with one another. As the students closed in on all the solutions, they would discover that certain numbers are much more difficult and would employ the use of factorials, squaring numbers and/or summation. Initially, it might seem impossible to square any of the numbers, since only 4s can be used. Inserting a 4 into a square root symbol produces the number 2, which allows students to square numbers.

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It should be noted that most of the activities in this book are designed for two teams of two students competing against each other.

The team approach allows students to check each other’s thinking and share strategies with their partner. However, in cases where the more assertive partner does all the thinking and the less assertive partner willingly lets him/her take the lead, it is better to have one student play against another, since it requires both students to think, strategise and make decisions. Having students play one-on-one is also a good assessment tool, as the teacher can more closely monitor individual progress.

Whether playing individually or as a member of a team, students benefit from working with a shoulder partner when introduced to these activities.

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This is not to imply that there are not multitudes of ways a teacher can differentiate learning within a lesson. Take, for example, an activity with prime numbers. For more mathematically competent students, a teacher may have students use a limited number of dice, say four, to make equations that equal as many prime numbers as possible. For students who have not yet developed a fluency with number or mathematical thinking, the same problem can be posed in the same lesson while using six dice instead. And to differentiate possibilities even further, rather than the teacher assigning the use of four dice to some and six dice to others, the option can be left to the students. Students can operate at their own level of success and gradually move to more challenging possibilities as their level of confidence increases.

Mathematical thinking is an experience that all children can derive pleasure from. All children need a mathematical education that allows them to think and not merely memorise.

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Dice activities for mathematical thinking v

Australian Curriculum: Mathematics links Dice activities for mathematical thinking includes activities which support the teaching and learning of fluency, reasoning, problem solving and communication, as well as developing understanding of concepts in Number and Algebra and Statistics and Probability.

Year 5 Number and Algebra Number and place value • Selects and uses factors and multiples of whole numbers to solve problems.

• Uses estimation and rounding to check answers to calculations.

• Uses efficient mental strategies to solve problems involving multiplication of large numbers.

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Statistics and Probability Data representation and interpretation • Uses tables and column graphs to construct data displays without the use of digital technologies.

Year 6

Number and Algebra Number and place value • Uses prime, composite and square numbers with awareness of their properties.

• Uses efficient mental strategies to solve problems involving all four operations with whole numbers.

• Investigates the use of positive and negative whole numbers and zero in game situations.

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Statistics and Probability Data representation and interpretation • Compares results in a range of data displays including tables and side-by-side column graphs.

Year 7

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Number and Algebra Number and place value • Uses index notation and whole numbers as products of prime numbers.

• Uses square roots of numbers in calculations.

Patterns and algebra • Creates algebraic expressions using numbers generated by a dice toss.

• Uses brackets in algebraic expressions.

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Statistics and Probability Data representation and interpretation • Completes and compares a range of data displays including tables and column graphs.

Year 8 Number and Algebra Number and place value • Uses efficient mental strategies to complete problems involving the four operations with integers.

Statistics and Probability Data representation and interpretation • Explores the practicalities of obtaining and representing data in a variety of ways.

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Concepts Square numbers • Toss a dice. Square the number on the dice. (That is, multiply the number by itself.)

• The product of the numbers is a square number.

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3 × 3 = 9 5 × 5 = 25 4 × 4 = 16

• Toss two dice. Square the sum of the two numbers. (That is, multiply the sum by itself.)

• The product is a square number: 3 + 5 = 8, then square the sum: 8 × 8 = 64

Factorials – The sign for a factorial is an exclamation point (!)

Closest square number

• Toss two red dice and find the sum. Toss two green dice and find the sum.

• Find the product of the two sums.

• What is the square number closest to this product?

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Prime numbers: Numbers with exactly two factors—one and the number itself • Toss two dice. Find the product. Add 1 to the product.

• Is this number (product + 1) prime?

• Toss two dice. Find the product. Either add 1 or subtract 1 from the product.

• Is this number prime?

• Toss a dice. Find the factorial of the tossed number—that is, the product of all the numbers from 1, including the number tossed.

5! = 1 × 2 × 3 × 4 × 5 = 120

Summation The sign for summation © R. I .

C.Publ i c at i o–n s is ∑ 5 + 4 = 9 6 + 2 = 8 9 × 8 = 72 • o Toss ae dice. summation • f onumber rr e i ew r p s sFind othe nl y• of the • What square isv closest to 72?p Is u 64 is the square number closest to 72.

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Square root

• Toss a dice. The number tossed is the square root of what number? That is, if you multiply the number by itself, what is the product?

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• Toss two dice. Find the sum. Find the summation of the sum— that is, the sum of all the numbers from 1, including the sum of the tossed dice.

3+4=7 ∑7 = 7 + 6 + 5 + 4 + 3 + 2 + 1 = 28

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• Toss two dice and find the sum. The sum is the square root of what number? That is, if you multiply the sum by itself, what is the product?

tossed number—that is, the sum of all the numbers from 1, including the number tossed. ∑6 = 6 + 5 + 4 + 3 + 2 + 1 = 21

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it 64 or is it 81?

16 81

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Toss 3 and 8. 3 + 8 = 11 and 11 =

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Positive and negative integers • Green dice = positive integer • Red dice = negative integer • Toss a green dice and a red dice. Add the integers: (+5) + (–6) = –1

Dice activities for mathematical thinking vii

Square number chart – 1 to 144

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Prime number chart – 1 to 100

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Dice activities for mathematical thinking ix

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Dice graph activities Contents Directions for dice graph activities...................................... 2

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Square one dice graph............................................................. 3

Closest square number graph............................................... 5 One-dice square root graph.................................................. 6

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Square sum of two dice graph............................................... 4

Two-dice square root graph................................................... 7 Prime number dice × dice + 1 graph.................................... 8 Prime number dice × dice + or – 1 graph.......................... 9

One-dice factorial (!) graph.................................................. 10

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One-dice summation (∑) graph........................................... 11 © R. I .

C.Publ i cat i ons Two-dice summation (∑) graph........................................... 12 •f or r evi ew pu r p o............................... seson l y• Positive/negative numbers dice graph.

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Dice activities for mathematical thinking 1

Directions for dice graph activities Objective

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The graphs are an introductory lesson to familiarise students with the concepts. The simplicity of the activity makes it a tool for diversifying learning. Students can work individually or in teams of two. Some students may find it beneficial to stay with this activity, developing recognition and fluency, while others are ready for more challenging involvement.

Variations

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Develops a working knowledge of the mathematical concepts of: • square numbers • square roots • prime numbers • positive/negative integers • factorials (!)

• summations (∑) • positive and negative integers.

• The first team to fill a column is the winner.

• The first team that fills a column stops the activity. Teams use calculators to find the sums of all the numbers entered on the graph to determine the highest score.

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C.Publ i cat i ons Introduce the dice graphs by demonstrating a • Toss the dice 10 times. The team with game on an overhead •f oprojector. rr evi ew pu r p ose oKeep nl y • the highest sums wins. records

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• Each team tosses one or two dice, depending on the activity.

• The team performs the computation— operations differ for each activity.

• Solutions are shown on the bottom row of the graph.

• The team finds the solution and writes it in an empty cell in that column. Also, the team could write the entire number sentence; for example, for 16, write 42 or 4 × 4.

• See how many cells can be filled in 25 tosses.

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• The team tosses the dice and does the computation. Instead of recording the solution, the teacher instructs the students to perform another calculation, such as:

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Suggestion If students are struggling with determining the closest square number or prime number, suggest that they refer to the Square number chart or Prime number chart on pages viii – ix.

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of the tosses and use them for a probability lesson.

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How to play

Dice activities for mathematical thinking

– double or triple the solution – halve the solution – add 5 to the solution and halve the result – add 7, 8, 9, 10 or 11 to the solution – subtract 7, 8, 9, 10 or 11 from the solution (may result in a negative number).

After 5, 10 or 15 tosses, tally the answers to see which team has the highest or lowest score.

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Square one dice graph How to play • Toss a dice.

• Square the number (multiply the number by itself; for example: 3 × 3).

• Fill in a cell in the square number’s column with the equation (for example: 3 × 3 or the exponent 3 2).

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• How many cells can you fill in 25 tosses?

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• Toss two dice. Find the sum of the two numbers rolled (for example: 3 + 4 = 7).

• Fill in a cell in the square number’s column with the expression (for example: 7 × 7 or the exponent 7 2).

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• How many cells can you fill in 25 tosses?

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Square sum of two dice graph

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• Square the sum (multiply the sum by itself—for example: 7 × 7).

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How to play

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Closest square number graph

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Toss two red dice. Find the sum of the numbers rolled.

Toss two green dice. Find the sum of the numbers rolled.

Multiply the sum of the red dice by the sum of the green dice.

Fill in a cell in the column of the square number that is closest to the product.

(Example: red dice = 5 + 2 = 7, green dice = 4 + 4 = 8; 8 × 7 = 56; 56 is near both 49 and 64 but closer to 49; 49 is the closest square number.Write 56 in the box above 49.)

• How many cells can you fill in 25 tosses?

• • • •

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How to play

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One-dice square root graph How to play • Toss a dice.

• The tossed number is the solution to which square root expression on the chart?

• Fill in a cell in the column of the square root expression with the square root. (For example, in the cell above 4, write ‘2’.)

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• How many cells can you fill in 25 tosses?

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Two-dice square root graph

√4 √9 √16 √25 √36 √49 √64 √81 √100 √121 √144

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• Toss two dice. Find the sum of the numbers rolled.

• The sum of the two dice is the solution to which square root expression on the chart?

• Fill in a cell in the column of the square root expression with the square root. (For example, in the cell above √4, write ‘2’.)

• How many cells can you fill in 25 tosses?

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How to play

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• If the product plus 1 equals a prime number, find the prime number on the graph.

• Toss two dice. Find the product of the number rolled. Add 1 to the product.

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• How many cells can you fill in 25 tosses?

• Fill in a cell in the prime number’s column.

Prime number dice × dice + 1 graph

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• Subtract 1 from the product. If it equals a prime number, fill in a cell in the prime number’s column.

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• How many cells can you fill in 25 tosses?

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number Teac dice × dicePrime + or – 1 graph he r

• Add 1 to the product. If it equals a prime number, fill in a cell in the prime number’s column.

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How to play • Toss two dice. Find the product of the numbers rolled.

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One-dice factorial (!) graph

How to play

• Toss a dice.

• Find the factorial (!) of the number rolled.The factorial is the product of the number tossed and all the natural numbers preceding that number. (For example, if 3 is rolled: 3! = 3 x 2 x 1 = 6.)

• Fill in a cell in the factorial’s column (for example, 6) with the mathematical symbol for factorial (!) and the number tossed (in this example, 3!).

• How many cells can you fill in 25 tosses?

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3! = 3 × 2 × 1 6! = 6 × 5 × 4 × 3 × 2 × 1

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Here are the factorials for the numbers 1 to 6: 1! = 1 2! = 2 × 1 4! = 4 × 3 × 2 × 1 5! = 5 × 4 × 3 × 2 × 1

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One-dice summation (∑) graph How to play

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• Toss a dice.

• Find the summation (∑) of the number rolled.The summation is the sum of the number tossed and all the natural numbers preceding that number.

(For example, if 4 is rolled: ∑4 = 4 + 3 + 2 + 1 = 10.)

• Fill in a cell in the summation’s column (for example, 10) with the mathematical symbol for summation (∑) and the number tossed (in this example, ∑4).

• How many cells can you fill in 25 tosses?

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• Toss two dice. Find the sum of the numbers rolled (for example: 5 + 4 = 9).

• Find the summation of the sum tossed.The summation (∑) is the sum tossed added to the sum of the sequence of natural numbers preceding that number (for example: ∑9 = 9 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1 = 45).

• Fill in a cell in the column of the summation of the sum with the summation sign (∑) and the sum. (For example, the sum of the two dice is 9; the summation of 9 is 45; above 45, write ∑9.)

• How many cells can you fill in 25 tosses?

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Two-dice summation (∑) graph

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Green dice = positive number. Red dice = negative number.

• Toss a green dice and a red dice. Find the sum or difference of the numbers rolled.

(Example: green dice = 3, red dice = 5. Compute: (+3) + (–5) = –2.)

• Fill in a cell above the answer to the dice toss.

• How many cells can you fill in 25 tosses?

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How to play

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Positive/negative numbers dice graph

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Dice activities for mathematical thinking 13

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Dice activities for mathematical thinking

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Table completion activities Contents Directions for table completion chart activities............. 16

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Square the dice table completion....................................... 17

Closest square number table completion......................... 19 One-dice square root table completion........................... 20

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Square two dice table completion...................................... 18

Two-dice square root table completion............................ 21 One-dice factorial (!) table completion............................. 22 One-dice summation (∑) table completion...................... 23 Two-dice summation (∑) table completion....................... 24

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Dice activities for mathematical thinking 15

Directions for table completion chart activities Objective

Suggestions

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Introduce the Table completion charts by demonstrating a game on an overhead projector and playing against the class.

Playing with two teams of two students is suggested. Playing as teams gives students an opportunity to discuss moves and strategies and provides a check on correct computation.

• Before placing a token on the chart, team members explain how they arrived at a solution; for example: – seven squared equals 7 × 7 = 49 – 5! = 5 × 4 × 3 × 2 × 1 = 120.

• If students are struggling with determining the closest square number or prime number, suggest they refer to the Square number chart or Prime number chart on pages viii – ix.

Variations

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Develops a working knowledge of the mathematical concepts of: • square numbers • square roots • prime numbers • positive/negative integers • factorials (!)

• summations (∑) • positive and negative integers.

toss a dice and perform the required © R. I .

C.PuTeams bl i cat i on s the computation.

Instead of recording solution, teams perform any of the following • f o r r e v i e w p u r poand se so l y •next variations record then new solution How to play

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• The team tosses a dice and performs the necessary computation.

Operations differ for each activity.

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• The team calculates the solution and records it in the appropriate cell on the chart.

to the appropriate number: • Double or triple the solution.

• Halve the solution.

• Add 5 to the solution and halve the result.

• Add 7, 8, 9, 10 or 11 to the solution.

• Subtract 7, 8, 9, 10 or 11 from the solution (may result in a negative number).

• Tally both columns in the activity and see if there is a pattern.

• After 5, 10 or 15 tosses, teams tally the answers to see which team has the higher score.

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• Each team tosses a dice—the higher number goes first.

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• If the number has already been played, the team loses a turn.

• If a team records the wrong number, they erase it and lose a turn.

• The first team to complete their chart wins.

Discussion • Ask: Is this a game of luck or skill?

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Dice activities for mathematical thinking

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Square the dice table completion • Each team tosses a dice.

• The team with the higher number goes first.

How to play • Toss a dice. Square the number (multiple the number by

itself; for example: 3 x 3).

• Record the solution in the appropriate cell. (For example, if

3 is tossed, write ‘32 = 9’ in the cell next to it.)

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• If the number has already been tossed, the team loses a

turn.

lose a turn.

• The first team to complete their table wins.

Team: __________________________

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• If the team records the wrong number, they erase it and

Team: __________________________

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Dice activities for mathematical thinking 17

Square two dice table completion

• Each team tosses a dice.

• The team with the higher number goes first.

How to play

Team:

Sum

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Square the sum

Team:

Sum

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Teac he r

• Toss two dice. Find the sum. Square the sum of the two numbers rolled (multiply the sum by itself; for example: 7 × 7).

• Record the square of the sum next to the sum in the table. (For example, for 7 × 7, write 7 2 = 49.)

• If the sum has already been tossed, the team loses a turn.

• If the team records the wrong number, they erase it and lose a turn.

• The first team to complete their table wins.

Square the sum

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Dice activities for mathematical thinking

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Closest square number table completion

How to play • Each team tosses a dice.The team with the higher number goes first.

• Toss two red dice and find the sum of the numbers rolled.

Toss two green dice and find the sum of the numbers rolled.

• Multiply the sum of the red dice by the sum of the green dice.

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• Record the product next to its closest square number in the table.

• If the square number already has a product recorded next to it, the team loses a turn.

If the team records the wrong number, they erase it and lose a turn.

Team: __________________________

Square number

Product of sums

Team: __________________________

Square number

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• The first team to complete their table wins.

Product of sums

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Dice activities for mathematical thinking 19

• Each team tosses a dice.

• The team with the higher number goes first.

One-dice square root table completion How to play • Toss a dice.The tossed number is the solution to which square root expression? Look for it in the table.

• Record the square root next to the square root expression in the table.

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• If the square root has already been tossed, the team loses a turn.

• The first team to complete their table wins.

Team:

Square root expression

Team:

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• If a team records the wrong number, they erase it and lose a turn.

Square root Square root expression © R. I .

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Dice activities for mathematical thinking

R.I.C. Publications® – www.ricpublications.com.au

Two-dice square root table completion

How to play • Each team tosses a dice.

• The team with the higher number goes first.

• Toss two dice. Find the sum of the numbers rolled.The sum is the solution to which square root expression? Look for it in the table.

• Record the square root next to the square root expression in the table.

• If the square root has already been tossed, the team loses a turn.

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• If a team records the wrong number, they erase it and lose a turn.

Team:

Square root expression

Square root

Team:

Square root expression

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• The first team to complete their table wins.

Square root

R.I.C. Publications® – www.ricpublications.com.au

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C.Publ i cat i ons √121 √121 •f orr evi ew pur posesonl y• √100 √100 √81 √81 √64 √64 . te √49 √49 o c . c e her √36 √36 r o st super √25 √25 √16 √16 √9 √9 √4 √4

Dice activities for mathematical thinking 21

One-dice factorial (!) table completion • Each team tosses a dice.

• The team with the higher number goes first.

How to play • Toss a dice.

• Record the factorial (!) in the table next to the number rolled.

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• If the number has already been tossed, the team loses a turn.

• If a team records the wrong factorial, they erase it and lose a turn.

1! = 1 2! = 2 × 1 4! = 4 × 3 × 2 × 1 5! = 5 × 4 × 3 × 2 × 1

Team:

3! = 3 × 2 × 1 6! = 6 × 5 × 4 × 3 × 2 × 1

Team:

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• The first team to complete their table wins.

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One-dice summation (∑) table completion • Each team tosses a dice.

• The team with the higher number goes first.

How to play • Toss a dice.

• Record the summation (∑) in the table next to the number rolled.

• If the number has already been tossed, the team loses a turn.

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• If a team records the wrong summation, they erase it and lose a turn.

∑1 = 1 ∑2 = 2 + 1 ∑4 = 4 + 3 + 2 + 1 ∑5 = 5 + 4 + 3 + 2 +1

Team:

∑3 = 3 + 2 + 1 ∑6 = 6 + 5 + 4 + 3 + 2 + 1

Team:

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• The first team to complete their table wins.

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Dice activities for mathematical thinking 23

Two-dice summation (∑) table completion • Each team tosses a dice.

• The team with the higher number goes first.

How to play

• Toss two dice. Find the sum of the number rolled.

• Record the summation (∑) of the sum in the table.

• If the sum has already been tossed, the team loses a turn.

• If a team records the wrong number, they erase it and lose a turn.

r o e t s Bo r e p ok u S Team: • The first team to complete their table wins.

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Sum tossed

∑

Sum tossed

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Team:

∑

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Dice activities for mathematical thinking

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Four in a row activities Contents Directions for Four in a row activities.............................. 26

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Four in a row: Square the dice chart................................. 27

Four in a row: Closest square number chart................... 29 Four in a row: One-dice square root chart...................... 30

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Four in a row: Square two dice chart................................ 28

Four in a row: Two-dice square root chart....................... 31 Four in a row: Dice × dice + or – 1

prime number chart.................................... 32 Four in a row: One-dice factorial (!) chart....................... 33 Four in a row: One-dice summation (∑) chart................. 34

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Four inv a row: Positive and negative •f or r e i e w p u r posesonl y•

numbers chart.............................................. 36

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Dice activities for mathematical thinking 25

Directions for Four in a row activities

Objectives • Develops a working knowledge of the mathematical concepts of:

– square numbers – square roots – prime numbers

– factorials (!)

– summations (∑) – positive and negative integers.

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• Develops an awareness of an opponent’s possible moves.

• Analyses an opponent’s possible moves in order to develop a blocking strategy.

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• Identifies the role of luck versus skill in an activity using dice.

• Develops communication and cooperation skills by working in teams of two students.

Introduce the Four in a row activities by demonstrating a game on an overhead projector and playing against the class.

Playing with two teams of two students is suggested. Playing as teams gives students an opportunity to discuss moves and strategies and provides a check on correct computation.

Suggestions

• Before placing a token on the chart, team members explain how they arrived at a solution.

© R. I .

C.Pu bl i cat i ons • If students are struggling with determining the closest square number •f orr evi ew pur p os eso nl y or prime number, suggest they • refer

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• Teams toss dice, depending on the activity, and perform the required computation. Operations differ for each activity; for example:

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Discussion

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How to play

to the Square number chart and Prime number chart on pages viii – ix.

• This activity is similar to the games Othello and Pente, where defence is important. Ask: How does the toss of the dice influence strategy? Is this activity more a game of defence or offence?

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In the square root activities, if the sum of the two dice tossed is 7, then players look for the number for which 7 is the square root.

In the factorial activities, if the sum of the two dice tossed is 5, then players look for 5! or 120 (5! = 5 x 4 x 3 x 2 x 1 = 120).

• Teams attempt to line up four tokens vertically, horizontally or diagonally before the opposing team does.

• Ask: Does this activity involve more luck or skill?

• Keep a recording of each dice toss.

Ask: Which combinations were tossed the most? The least?

• The first team to align four tokens in a row wins.

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Dice activities for mathematical thinking

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Four in a row: Square the dice chart

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a How to play colour token.

• Toss a dice. Square the number (multiply the number by itself; for example: 7 × 7).

r o e t s Bo r e p ok u S • Place a token on the square number.

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• The first team to place four tokens in a row vertically, horizontally or diagonally wins.

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Dice activities for mathematical thinking 27

Four in a row: Square two dice chart • Each team tosses a dice.

• The team with the higher number goes first.

How to play • Each team chooses a colour token.

• Toss two dice. Find the sum of the numbers rolled. Square the sum (multiply the sum by itself; for example: 7 × 7).

r o e t s Bo r e p ok u S • Place a token on the square number.

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• The first team to place four tokens in a row vertically, horizontally or diagonally wins.

49

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• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a How to play colour token.

Four in a row: Closest square number chart

• Toss two red dice and find the sum of the numbers rolled.Toss two green dice and find the sum of the numbers rolled.

• Multiply the sum of the red dice by the sum of the green dice.

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• Place a token on the closest square number to the product; for example: red dice = 5 + 2 = 7, green dice = 4 + 4 = 8; 8 × 7 = 56; 56 is near both 49 and 64 but closer to 49; 49 is the closest square number.

• The first team to place four tokens in a row vertically, horizontally or diagonally wins.

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Dice activities for mathematical thinking 29

Four in a row: One-dice square root chart

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a How to play colour token.

• Toss a dice.The number tossed is the solution to which square root expression on the chart?

r o e t s Bo r e p ok u S • Place a token on that expression.

√36 √1 √16 √25 √9

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• The first team to place four tokens in a row vertically, horizontally or diagonally wins.

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• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a How to play colour token.

Four in a row: Two-dice square root chart

• Toss two dice. Find the sum of the numbers rolled.The sum is the solution to which square root expression on the chart?

r o e t s Bo r e p ok u S • Place a token on that expression.

√36 √121 √9

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• The first team to get four tokens in a row vertically, horizontally or diagonally wins.

√25 √81 √16

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Dice activities for mathematical thinking 31

Four in a row: Dice × dice + or – 1 prime number chart • Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play • Toss two dice. Find the product of the numbers rolled.

• Either add 1 to or subtract 1 from the product.

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• If that number is prime, place a token on the number.

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• The first team to get four tokens in a row vertically, horizontally or diagonally wins.

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• If the number is not prime, or the prime number already has a token on it, the team loses a turn.

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Four in a row: One-dice factorial (!) chart • Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play • Toss a dice.

1! = 1 2! = 2 × 1 3! = 3 × 2 × 1

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4! = 4 × 3 × 2 × 1 5! = 5 × 4 × 3 × 2 × 1

• Place a token on the factorial (!) of the number tossed.

6! = 6 × 5 × 4 × 3 × 2 × 1

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• The first team to place four tokens in a row vertically, horizontally or diagonally wins.

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Dice activities for mathematical thinking 33

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour How to play token.

Toss a dice. Place a token on the summation (∑) of the number tossed. ∑1 = 1 ∑2 = 2 + 1 ∑3 = 3 + 2 + 1 ∑4 = 4 + 3 + 2 + 1 ∑5 = 5 + 4 + 3 + 2 + 1 ∑6 = 6 + 5 + 4 + 3 + 2 + 1 The first team to place four tokens in a row vertically, horizontally or diagonally wins.

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• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play

Four in a row: Two-dice summation (∑) chart

• Toss two dice. Find the sum of the two numbers rolled.

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• Place a token on the summation (∑) of the sum; for example: ∑3 = 3 + 2 + 1 = 6.

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• The first team to place four tokens in a row vertically, horizontally or diagonally wins.

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Dice activities for mathematical thinking 35

Four in a row: Positive and negative numbers chart • Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

Green dice = positive number Red dice = negative number

How to play

• Toss a green dice and a red dice. Compute the sum or difference of the numbers rolled; for example: green dice = 3, red dice = 5; compute (+3) + (–5) = –2.

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• The first team to place four tokens in a row vertically, horizontally or diagonally wins.

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• Place a token on the positive or negative number.

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Square off activities Contents Directions for Square off activities..................................... 38

r o e t s Bo r e p ok u S

Square off: Square the dice chart........................................ 39

Square off: Closest square number chart.......................... 41 Square off: One-dice square root chart............................ 42

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Square off: Square two dice chart....................................... 40

Square off: Two-dice square root chart............................. 43 Square off: Dice × dice + or – 1

prime number chart.......................................... 44 Square off: One-dice factorial (!) chart.............................. 45 Square off: One-dice summation (∑) chart....................... 46

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Square off:i Positive negative numbers chart.............

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Dice activities for mathematical thinking 37

Directions for Square off activities Objectives • Develops a working knowledge of the mathematical concepts of:

– square numbers – square roots – prime numbers

– factorials (!)

– summations (∑) – positive and negative integers.

• Develops an awareness of an opponent’s possible moves.

r o e t s Bo r e p ok u S

• Analyses an opponent’s possible moves in order to develop a blocking strategy.

• Identifies the role of luck versus skill in an activity using dice.

Introduce the Square off activities by demonstrating a game on an overhead projector and playing against the class.

Playing with two teams of two students is suggested. Playing as teams gives students an opportunity to discuss moves and strategies and provides a check on correct computation.

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• Develops communication and cooperation skills by working in teams of two students.

• If students are struggling with determining the closest square number or prime number, suggest they refer to the Square number chart and Prime number chart on pages viii – ix.

© R. I .

C.PuDiscussion bl i cat i ons Ask: • f o r r e v i e w p u r posesonl y• How to play • Is this more a game of luck or skill?

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• Teams toss dice and perform the required computation—operations differ for each activity.

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• Teams attempt to arrange four tokens to form any size square: 2-by-2, 3-by-3, 4-by-4 and so on. The orientation of the square can be on the diagonal.

• Which of the three activities—Square off, Four in a row or Crossover— offers more opportunities to block the other team? Why is that?

• The first team to form three squares wins.

• What mathematics or strategies have you and your team partner learned from each other?

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Suggestions • Before placing a token on the chart, team members explain how they arrived at a solution; for example: seven squared equals 7 × 7 = 49; 5! = 5 × 4 × 3 × 2 × 1 = 120.

38

• Is there more opportunity in Square off than in Four in a row or Crossover to play defensively—that is, to prevent the opposing team from forming a square?

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• Each team tosses a dice. The higher number goes first.

Dice activities for mathematical thinking

• Would you prefer to play these games with a partner or without? Why?

R.I.C. Publications® – www.ricpublications.com.au

Square off: Square the dice chart

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play

• Toss a dice. Square the number (multiply the number by itself; for example: 3 x 3).

• Place a token on the square number.

r o e t s Bo r e p ok u S

• Teams attempt to place tokens to form a square. Squares can be 2-by-2, 3-by-3, 4-by-4 and so on.The orientation of the square can be on the diagonal.

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Dice activities for mathematical thinking 39

Square off: Square two dice chart

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play

• Toss two dice. Find the sum of the numbers rolled. Square the sum (multiply the sum by itself; for example: 7 × 7).

r o e t s Bo r e p ok u S

• Place a token on the square number.

• Teams attempt to place tokens to form a square. Squares can be 2-by-2, 3-by-3, 4-by-4 and so on.The orientation of the square can be on the diagonal.

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Square off: Closest square number chart

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play • Toss two red dice and find the sum of the numbers rolled.Toss two green dice and find the sum of the numbers rolled.

• Multiply the sum of the red dice by the sum of the green dice.

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• Place a token on the square number closest to the product.

• The first team to place tokens forming three squares wins.

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• Teams attempt to place tokens to form a square. Squares can be 2-by2, 3-by-3, 4-by-4 and so on.The orientation of the square can be on the diagonal.

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Dice activities for mathematical thinking 41

Square off: One-dice square root chart

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play

• Toss a dice.The tossed number is the solution to which square root expression? Find it on the chart.

• Place a token on that expression.

r o e t s Bo r e p ok u S

• Teams attempt to place tokens to form a square. Squares can be 2-by-2, 3-by-3, 4-by-4 and so on.The orientation of the square can be on the diagonal.

√36 √1 √16 √25 √9 √25 √9 √36 √1

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• The first team to place tokens forming three squares wins.

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Dice activities for mathematical thinking

R.I.C. Publications® – www.ricpublications.com.au

Square off: Two-dice square root chart

• Each team tosses a dice.

• The team with the higher How to play number goes first.

• Each team chooses a colour token.

• Toss two dice. Find the sum of the numbers rolled.The sum is the solution to which square root expression? Find it on the chart.

• Place a token on that expression.

r o e t s Bo r e p ok u S

• Teams attempt to place tokens to form a square. Squares can be 2-by-2, 3-by-3, 4-by-4 and so on.The orientation of the square can be on the diagonal.

√36 √121 √9

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• The first team to place tokens forming three squares wins.

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Dice activities for mathematical thinking 43

Square off: Dice × dice + or – 1 prime number chart

• Each team tosses a dice.

• The team with How to play the higher • Toss two dice. Find the product of the numbers rolled. Either add 1 to the number goes product or subtract 1 from the product. first.

• If that number is a prime number, place a token on the number.

• Each team chooses a • If the number is not prime, or the prime number already has a token on it, the colour token. team loses a turn.

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• Teams attempt to place tokens to form a square. Squares can be 2-by-2, 3-by-3, 4-by-4 and so on.The orientation of the square can be on the diagonal.

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Square off: One-dice factorial (!) chart

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play

1! = 1 2! = 2 × 1 3! = 3 × 2 × 1 4! = 4 × 3 × 2 × 1 5! = 5 × 4 × 3 × 2 × 1 6! = 6 × 5 × 4 × 3 × 2 × 1

• Toss a dice.

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• Teams attempt to place tokens to form a square. Squares can be 2-by-2, 3-by-3, 4-by-4 and so on.The orientation of the square can be on the diagonal.

• The first team to place tokens forming three squares wins.

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• Place a token on the factorial (!) of the number tossed.

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Dice activities for mathematical thinking 45

Square off: One-dice summation (∑) chart

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour How to play token.

• Toss a dice. Place a token on the summation (∑) of the number tossed. ∑1 = 1 ∑2 = 2 + 1 ∑3 = 3 + 2 + 1 ∑4 = 4 + 3 + 2 + 1 ∑5 = 5 + 4 + 3 + 2 +1 ∑6 = 6 + 5 + 4 + 3 + 2 + 1 • Teams attempt to place tokens to form a square. Squares can be 2-by-2, 3-by-3, 4-by-4 and so on.The orientation of the square can be on the diagonal.

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Square off: Two-dice summation (∑) chart

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses How to play a colour token.

• Toss two dice. Find the sum of the two numbers rolled.

• Place a token on the summation (∑) of the sum; for example: ∑9 = 9 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1.

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• Teams attempt to place tokens to form a square. Squares can be 2-by-2, 3-by-3, 4-by-4 and so on.The orientation of the square can be on the diagonal.

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Dice activities for mathematical thinking 47

Square off: Positive and negative numbers chart Green dice = positive number Red dice = negative number

• Each team tosses a dice.

How to play

r o e t s Bo r e p ok u S

• The team with the higher number goes first.

• Place a token on the positive or negative number.

• If the number has a token on it already, the team loses a turn.

• Teams attempt to place tokens to form a square.

• The first team to place tokens forming three squares wins.

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• Each team chooses a colour token.

48

• Toss a green dice and a red dice. Compute the sum or difference of the numbers rolled; for example: green dice = 3, red dice = 5; compute (+3) + (–5) = –2.

R.I.C. Publications® – www.ricpublications.com.au

Crossover activities Contents Directions for Crossover activities.................................... 50

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Crossover: Square the dice chart....................................... 51

Crossover: Closest square number chart......................... 53

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Crossover: Square two dice chart...................................... 52

Crossover: One-dice square root chart........................... 54 Crossover: Two-dice square root chart............................ 55

Crossover: Dice x dice + or – 1

prime number chart......................................... 56

Crossover: One-dice factorial (!) chart............................. 57 © R. I .

C.Publ i cat i ons Crossover: One-dice summation (∑) chart...................... 58 •f or r evi ew pur posesonl y• Crossover: Two-dice summation (∑) chart....................... 59

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Crossover: Positive and negative

numbers chart.................................................... 60

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Dice activities for mathematical thinking 49

Directions for Crossover activities

• Develops a working knowledge of the mathematical concepts of:

Objectives

– square numbers – square roots – prime numbers

– factorials (!)

– summations (∑) – positive and negative integers.

r o e t s Bo r e p ok u S

• Analyses an opponent’s possible moves in order to develop a blocking strategy.

• Identifies the role of luck versus skill in an activity using dice.

Teac he r

Introduce the Crossover activities by demonstrating a game on an overhead projector and playing against the class.

Playing with two teams of two students is suggested. Playing as teams gives students an opportunity to discuss moves and strategies and provides a check on correct computation.

Suggestions

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• Develops communication and cooperation skills by working in teams of two students.

• Provides an opportunity for reflection and self-correction through teamwork.

• Before placing a token on the chart, team members explain how they arrived at a solution; for example: ‘5 factorial (!) equals 5 × 4 × 3 × 2 × 1, which equals 120’.

© R. I .

C.Publ i cat i ons r • p If students are struggling to •f orr evi ew pu o s e s o n l y• determine the closest square or

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• Each team tosses a dice. The team with the higher number goes first.

• Team A tosses the dice and performs the required computation. Operations differ for each activity.

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Variation

• Both teams start play from either the outside right or outside left column of the chart. If no cell in either column contains the solution to the team’s first dice toss, the team misses its turn.

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• Team A places a token on the solution on the chart.

• With each toss of the dice, the teams attempt to place their tokens so they form a continuous path (zigzagging vertically, horizontally or diagonally, from space to adjacent space) from one side of the chart to the other.

• If a number is already taken, the team misses a turn.

• The first team to form a continuous path connecting both sides wins.

50

prime number, suggest they refer to the Square number chart or Prime number chart on pages viii – ix.

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How to play

Dice activities for mathematical thinking

Discussion Ask:

• Is this more a game of luck or skill?

• Which of the three activities—Square off, Four in a row or Crossover— offers more opportunities to block the other team? Why?

R.I.C. Publications® – www.ricpublications.com.au

Crossover: Square the dice chart

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a token colour.

How to play • The player tosses a dice and squares the number that appears (multiply the number by itself; for example: 3 × 3).

• The team places a token on that square number anywhere on the chart.With each turn, tokens should be placed so they form a continuous path—zigzagging horizontally, diagonally or vertically— from one side of the chart to the other.

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• If a number is already taken, the team loses a turn.

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Dice activities for mathematical thinking 51

Crossover: Square two dice chart

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play • Toss two dice. Find the sum and square it (multiply the sum by itself; for example: 7 × 7).

• Place a token on that square number anywhere on the chart.With each turn, place tokens so they form a continuous path—zigzagging horizontally, diagonally or vertically—from one side of the chart to the other.

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r o e t s Bo r e p ok u S • If a number is already taken, the team loses a turn.

• The first team to ‘cross over’ wins.

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Crossover: Closest square number chart • Each team tosses a dice.

• The team with the higher number goes first.

How to play • Toss two red dice and find the sum of the numbers rolled.Toss two green dice and find the sum of the numbers rolled.

• Each team chooses a colour token.

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• Multiply the sum of the red dice by the sum of the green dice.

• Place a token on the square number closest to the product.

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• If a number is already taken, the team loses a turn.

• The first team to ‘cross over’ wins.

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Dice activities for mathematical thinking 53

• Each team tosses a dice.

Crossover: One-dice square root chart How to play

• The team with the higher number goes first.

• Toss a dice.The tossed number is the solution to which square root expression?

• Each team chooses a colour token.

• With each turn, try to place tokens so they form a continuous path—zigzagging horizontally, diagonally or vertically—from one side of the chart to the other.

• Find that expression on the chart and place a token on it.

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• If a number is already taken, the team loses a turn.

√1 √16 √4

√4 √16

√4 √16 √1

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√36 √1 √16 √25 √9 √25 √9 √36 √1

√25 √9 √36 √1

√16 √4 √25 √36 √1

• The first team to ‘cross over’ wins.

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√36 √1 √16 √25 √9

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√4 √16 √1

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Dice activities for mathematical thinking

R.I.C. Publications® – www.ricpublications.com.au

Crossover: Two-dice square root chart • Each team tosses a dice.

How to play

• The team with the higher number goes first.

• Each team chooses a colour token.

• Toss two dice. Find the sum of the numbers rolled.

• The sum is the solution to which square root expression? Place a token on that expression.

r o e t s Bo r e p ok u S

• With each turn, place tokens so they form a continuous path—zigzagging horizontally, diagonally or vertically—from one side of the chart to the other.

• If a number is already taken, the team loses a turn.

√36 √121 √9

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• The first team to ‘cross over’ wins.

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Dice activities for mathematical thinking 55

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play

Crossover: Dice × dice + or – 1 prime number chart • Toss two dice. Find the product of the numbers rolled. Either add 1 to or subtract 1 from the product.

• If the resulting number is a prime number, place a token on that number. If the number is not a prime number, or the prime number already has a token on it, the team loses a turn.

r o e t s Bo r e p ok u S

• With each turn, place tokens so they form a continuous path—zigzagging horizontally, diagonally or vertically—from one side of the chart to the other.

• If a number is already taken, the team loses a turn.

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• The first team to ‘cross over’ wins.

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Dice activities for mathematical thinking

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Crossover: One-dice factorial (!) chart

• Each team tosses a dice.

• The team with the 1! = 1 2! = 2 × 1 higher number goes 3! = 3 × 2 × 1 4! = 4 × 3 × 2 × 1 first.

5! = 5 × 4 × 3 × 2 × 1 6! = 6 × 5 × 4 × 3 × 2 × 1 • Each team chooses How to play a colour token.

• Toss a dice. Place a token on the factorial (!) of the number tossed.

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• With each turn, place tokens so they form a continuous path—zigzagging horizontally, diagonally or vertically—from one side of the chart to the other.

• If a number is already taken, the team loses a turn.

• The first team to ‘cross over’ wins.

24 120

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Dice activities for mathematical thinking 57

Crossover: One-dice summation (∑) chart

• Each team tosses a dice.

• The team with the higher number How to play goes first.

• Toss a dice. Place a token on the summation (∑) of the number tossed.

• Each team chooses a ∑1 = 1 ∑2 = 2 + 1 ∑3 = 3 + 2 + 1 colour token. ∑4 = 4 + 3 + 2 + 1 ∑5 = 5 + 4 + 3 + 2 +1 ∑6 = 6 + 5 + 4 + 3 + 2 + 1 • With each turn, place tokens so they form a continuous path—zigzagging horizontally, diagonally or vertically—from one side of the chart to the other.

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• If a number is already taken, the team loses a turn.

• The first team to ‘cross over’ wins.

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Crossover: Two-dice summation (∑) chart

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play

• Toss two dice. Find the sum of the two numbers rolled.

• Place a token on the summation (∑) of the sum; for example: ∑9 = 9 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1.

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• With each turn, place tokens so they form a continuous path— zigzagging horizontally, diagonally or vertically—from one side of the chart to the other.

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• If a number is already taken, the team loses a turn.

• The first team to ‘cross over’ wins.

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Dice activities for mathematical thinking 59

Crossover: Positive and negative numbers chart

Green dice = positive number Red dice = negative number

How to play

• Each team tosses a dice.

• The team with the higher number goes first.

• If a number is already taken, the team loses a turn.

• The first team to ‘cross over’ wins.

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• With each turn, place tokens so they form a continuous path from one side of the chart to the other.

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• Each team chooses a colour token.

• Toss a green dice and a red dice. Compute the sum or difference of the numbers rolled; for example: green dice = 3, red dice = –5; compute (+3) + (–5) = –2.

• Place a token on the positive or negative number.

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Tic tac toe/Four-grid tic tac toe activities Contents

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Directions for Tic tac toe/Four-grid tic tac toe activities.............................................................. 62–63

Square the dice four-grid tic tac toe....................................... 65

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Square the dice tic tac toe........................................................ 64

Square two dice tic tac toe....................................................... 66 Square two dice four-grid tic tac toe...................................... 67 Closest square number tic tac toe.......................................... 68 Closest square number four-grid tic tac toe......................... 69 One-dice square root tic tac toe............................................. 70

One-dice square four-grid tac toe.t ........................... © R. I .

Croot .P ubticl i ca i ons71 Two-dice square root tic tac toe............................................. 72 •f or r evi ew pur posesonl y• Two-dice square root four-grid tic tac toe............................ 73 Dice x dice + or – 1 prime number tic tac toe.................... 74

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Dice × dice + or – 1 prime number four-grid tic tac toe..................................................................... 75 One-dice factorial (!) tic tac toe.............................................. 76

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One-dice factorial (!) four-grid tic tac toe............................. 77

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One-dice summation (∑) tic tac toe........................................ 78 One-dice summation (∑) four-grid tic tac toe...................... 79 Two-dice summation (∑) tic tac toe........................................ 80 Two-dice summation (∑) four-grid tic tac toe....................... 81 Positive and negative numbers tic tac toe............................. 82 Positive and negative numbers four-grid tic tac toe............ 83

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Dice activities for mathematical thinking 61

Directions for Tic tac toe/ Four-grid tic tac toe activities Objectives • Develops a working knowledge of the mathematical concepts of:

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– square numbers – square roots – prime numbers

– factorials (!)

– summations (∑) – positive and negative integers.

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• Analyses an opponent’s possible moves in order to develop a blocking strategy.

• Identifies the role of luck versus skill in an activity using dice.

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• Develops communication and cooperation skills by working in teams of two students.

• Provides an opportunity for reflection and self-correction through teamwork.

Tic tac toe is a familiar game form. These tic tac toe activities provide a challenging and • Each team chooses a token and tosses a dice. The highest number goes first. playful variation to use in mastering powerful • Teams toss dice and perform the and important math concepts. required computation. Operations differ The tic tac toe activity is paired with a for each activity. four-grid tic tac toe activity, providing a • With each toss of the dice, the way to diversify while reinforcing specific teams attempt to place their tokens mathematical concepts. This presents in continuous alignment vertically, opportunities for students to practise playing horizontally or diagonally to win the tic tac toe with each of the mathematical game. concepts, before moving to the more • If the solution is not shown on the grid complicated Four-grid tic tac toe. or already has a token on it, the team How to play Tic tac toe: loses a turn.

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• Introduce the tic tac toe activity by demonstrating a game on an overhead projector and playing against the class.

• Two teams of two students is suggested.

Playing as teams gives students an opportunity to discuss moves and strategies and provides a check on correct computation.

• The first team to form a tic tac toe vertically, horizontally or diagonally wins.

• The team winning two out of three

games is the winner.

• Decide which team will use the X and which will use the O.

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Suggestions • Before placing a token on the chart, team members explain how they arrived at a solution; for example: ‘Seven squared is 7 × 7, which equals 49’ ‘Five factorial (5!) is 1 × 2 × 3 × 4 × 5, or 120’.

• With each toss of the dice, teams attempt to place their tokens in continuous alignment vertically, horizontally or diagonally, forming as many tic tac toe wins as possible.

r o e t s Bo r e p ok u S

Variations

• Teams place a token on every cell where the solution appears.

• A team can replace an opposing team’s token with one of their own.

• If the solution is not shown on any of the grids or already has a token on it, the team loses a turn.

• When no more plays are possible, the teams count their tic tac toe wins. The team with the most tic tac toes wins.

Variations

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• If students are struggling with determining the closest square or prime number, suggest that they refer to the Square number and Prime number charts on pages viii – ix.

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• Teams locate the solution on any of the four tic tac toe grids and place a token on only one of the solutions.

• Teams place a token on every cell where the solution appears on all four tic tac toe grids.

• Opposing teams agree to use the same strategy to see what happens.

• Opposing teams agree to each use a different strategy to see what happens.

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Ask: • Does the person who goes first have an advantage?

• Is this a game of luck or skill? Does the dice toss influence your strategy?

• Does the dice toss influence the outcome of the game?

• Is there a fair chance of each solution being tossed?

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Discussion • Ask: What was your strategy in trying to win? Were you playing offensively or defensively? Did you play on one grid at a time, or did you try to play on all four grids simultaneously?

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How to play Four-grid tic tac toe:

• Introduce the four-grid tic tac toe activity by demonstrating a game on an overhead projector and playing against the class.

• Each team chooses a token and tosses a dice. The highest number goes first.

• Teams toss a dice and perform the required computation. Operations differ for each activity.

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• Ask: Which strategy works best: trying to get the most three tokens in a row or trying to block your opponent?

• Discuss what would happen if both teams used the same strategy throughout the game.

• Discuss what might happen if opposing teams let each other know whether they would play offensively or defensively.

Dice activities for mathematical thinking 63

Square the dice tic tac toe • Each team tosses a dice.

• The team with the higher number goes first.

How to play

• Each team chooses a colour token.

• Toss a dice. Square the number (multiply the number by itself; for example: 3 × 3).

• Place a token on the square number.

• If a number is already taken, the team loses a turn.

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• The first team to place three tokens in a row wins the game.

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• Play three games.The team winning two out of three games wins.

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Square the dice four-grid tic tac toe

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play

• Toss a dice. Square the number (multiply the number by itself; for example: 3 × 3).

• Find the square number on any of the tic tac toe grids and place a token on it.

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• If the number is not available on any grid, the team loses a turn.

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• The team with the most ‘three tokens in a row’ wins.

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Dice activities for mathematical thinking 65

Square two dice tic tac toe • Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play

• Toss two dice. Find the sum of the two numbers rolled.

• Square the sum (multiply the sum by itself; for example: 7 × 7).

• Place a token on the square number.

r o e t s Bo r e p ok u S

• If the number is already taken, the team loses a turn.

• The first team to get three tokens in a row wins the game.

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Teac he r

• Play three games.The team winning two out of three games wins.

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Square two dice four-grid tic tac toe

• Each team tosses a dice.

• The team with the higher number goes first.

• Toss two dice. Find the sum of the two numbers rolled.

Square the sum; for example, 7 × 7.

• Each team chooses a colour token.

How to play

• Find the square number on any of the tic tac toe grids and place a token on it.

r o e t s Bo r e p ok u S

• If the number is not available on any grid, the team loses a turn.

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• The team with the most ‘three tokens in a row’ wins.

49

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Dice activities for mathematical thinking 67

Closest square number tic tac toe • Toss two red dice and find the sum of the numbers rolled.Toss two green dice and find the sum of the numbers rolled.

• Multiply the sum of the red dice by the sum of the green dice.

• Place a token on the square number closest to the product.

How to play • Each team tosses a dice.

• The team with the higher number goes first.

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• If the number is already taken, the team loses a turn.

• Each team chooses a colour token.

• The first team to get three tokens in a row wins the game.

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• Play three games.The team winning two out of three games wins.

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Closest square number four-grid tic tac toe

• Each team tosses a dice.

• The team with the higher number goes first.

How to play • Each team chooses a • Toss two red dice and find the sum of the numbers rolled.Toss two colour token. green dice and find the sum of the numbers rolled.

• Multiply the sum of the red dice by the sum of the green dice.

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• Place a token on the square number closest to the product.

• If the number is not available on any grid, the team loses a turn.

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• The team with the most ‘three tokens in a row’ wins.

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Dice activities for mathematical thinking 69

One-dice square root tic tac toe

• Each team tosses a dice.

• The team with the higher number goes first.

How to play • Each team chooses a colour token.

• Toss a dice.The tossed number is the solution to which square root expression? Find it on the chart.

• Place a token on that expression.

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• If the expression is already taken, the team loses a turn.

• Play three games.The team winning two out of three games wins.

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• The first team to get three tokens in a row wins the game.

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One-dice square root four-grid tic tac toe

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play • Toss a dice.The tossed number is the solution to which square root expression? Find it on one of the grids.

r o e t s Bo r e p ok u S • Place a token on that expression.

• If the expression is not available on any grid, the team loses a turn.

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• The team with the most ‘three tokens in a row’ wins.

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Dice activities for mathematical thinking 71

Two-dice square root tic tac toe • Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play

• Toss the dice. Find the sum of the numbers rolled.

• The sum is the solution to which square root expression? Find it on one of the grids.

• Place a token on that expression.

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• If the square root expression is already taken, the team loses a turn.

• Play three games.The team winning two out of three games wins.

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• The first team to get three tokens in a row wins the game.

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Two-dice square root four-grid tic tac toe

• Each team tosses a dice.

How to play

• The team with the higher number goes first.

• Each team chooses a colour token.

• Toss the dice. Find the sum of the numbers rolled.

• The sum is the solution to which square root expression? Find it on one of the grids.

r o e t s Bo r e p ok u S • Place a token on that expression.

• If the square root expression is not available on any grid, the team loses a turn.

√49

√36

√64

√100

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• The team with the most ‘three tokens in a row’ wins.

√64

√121

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Dice activities for mathematical thinking 73

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

Dice × dice + or – 1 prime number tic tac toe

How to play

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• Toss two dice. Find the product of the numbers rolled. Either add 1 to the product or subtract 1 from the product.

• If that number is a prime number, place a token on the number in the grid.

• If the number is not prime, or the prime number already has a token on it, the team loses a turn.

• The first team to get three tokens in a row wins the game.

• Play three games.The team winning two out of three games wins.

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Dice × dice + or – 1 prime number four-grid tic tac toe

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play • Toss two dice. Find the product of the numbers rolled. Either add 1 to the product or subtract 1 from the product of the numbers rolled.

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• If that number is a prime number, find it on any of the tic tac toe grids and place a token on it.

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• The team with the most ‘three tokens in a row’ wins.

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• If the number is not a prime number, or if the prime number is not available on any grid, the team loses a turn.

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Dice activities for mathematical thinking 75

One-dice factorial (!) tic tac toe

• Each team tosses a dice.

How to play • The team with the higher • Toss a dice. number goes first. • Place a token on the factorial (!) of the number tossed.

• Each team 1! = 1 2! = 2 × 1 3! = 3 × 2 × 1 chooses a 4! = 4 × 3 × 2 × 1 5! = 5 × 4 × 3 × 2 × 1 6! = 6 × 5 × 4 × 3 × 2 × 1 colour token.

• If the factorial already has a token on it, the team loses a turn.

r o e t s Bo r e p ok u S • The first team to get three tokens in a row wins the game.

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• Play three games.The team winning two out of three games wins.

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One-dice factorial (!) four-grid tic tac toe

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a How to play colour token.

• Toss a dice.

• Place a token on the factorial (!) of the number tossed.

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• If the factorial is not available on any grid, the team loses a turn.

• The team with the most ‘three tokens in a row’ wins.

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1! = 1 2! = 2 × 1 3! = 3 × 2 × 1 4! = 4 × 3 × 2 × 1 5! = 5 × 4 × 3 × 2 × 1 6! = 6 × 5 × 4 × 3 × 2 × 1

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Dice activities for mathematical thinking 77

One-dice summation (∑) tic tac toe

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

•

•

How to play

Toss a dice. Place a token on the summation (∑) of the number tossed. ∑1 = 1 ∑2 = 2 + 1 ∑3 = 3 + 2 + 1 ∑4 = 4 + 3 + 2 + 1 ∑5 = 5 + 4 + 3 + 2 +1 ∑6 = 6 + 5 + 4 + 3 + 2 + 1 If the summation is already taken, the team loses a turn.

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• The first team to get three tokens in a row wins.

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• Play three games.The team winning two out of three games wins.

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One-dice summation (∑) four-grid tic tac toe

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play

∑1 = 1 ∑2 = 2 + 1

∑3 = 3 + 2 + 1

• Find the summation (∑) of the number tossed on one of the tic tac toe grids and place a token on it.

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∑4 = 4 + 3 + 2 + 1

∑5 = 5 + 4 + 3 + 2 +1

• If the summation is not available on any of the grids, the team loses a turn.

• The team with the most ‘three tokens in a row’ wins.

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∑6 = 6 + 5 + 4 + 3 + 2 + 1

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• Toss a dice.

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Dice activities for mathematical thinking 79

Two-dice summation (∑) tic tac toe

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play • Toss two dice. Find the sum of the numbers rolled.

• Place a token on the summation (∑) of the sum; for example: ∑9 = 9 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1.

r o e t s Bo r e p ok u S • If the summation is already taken, the team loses a turn.

• The first team to place three tokens in a row wins the game.

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• Play three games.The team winning two out of three games wins.

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Two-dice summation (∑) four-grid tic tac toe

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play

• Toss two dice. Find the sum of the two numbers rolled.

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• Place a token on the summation (∑) of the sum; for example: ∑9 = 9 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1.

• If the number is already taken, the team loses a turn.

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• The team with the most ‘three tokens in a row’ wins.

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Dice activities for mathematical thinking 81

Positive and negative numbers tic tac toe

• Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play • Toss a green dice and a red dice. Compute the sum or difference of the numbers rolled; for example: green dice = 3, red dice = –5; compute (+3) + (–5) = –2.

r o e t s Bo r e p ok u S • Place a token on the positive or negative number.

• If the number is not available, the team loses a turn.

• Play three games.The team winning two out of three games wins.

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• The first team to place three tokens in a row wins the game.

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Positive and negative numbers four-grid tic tac toe • Each team tosses a dice.

• The team with the higher number goes first.

• Each team chooses a colour token.

How to play

• Toss a green dice and a red dice. Compute the sum or difference of the numbers rolled; for example: green dice = 3, red dice = –5; compute (+3) + (–5) = –2.

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• Find the number on any of the tic tac toe grids and place a token on it.

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• The team with the most ‘three tokens in a row’ wins.

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• If the number is not available on any grid, the team loses a turn.

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Dice activities for mathematical thinking 83

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Aim for activities Contents

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Directions for Aim for activities.......................................... 86

Aim for zero............................................................................ 87

Aim for positive one.............................................................. 89

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Aim for negative one............................................................. 88

Aim for negative two............................................................. 90 Aim for positive two.............................................................. 91

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Dice activities for mathematical thinking 85

Directions for Aim for activities

Objectives • Develops a working knowledge of the mathematical concept of adding positive and negative integers, one through six.

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• Practises computing the sum of positive and negative integers, one through six.

Toss

Team A

Team B

1 2

4 5

Total

Introduce the Aim for activities by demonstrating a game on an overhead projector and playing against the class.

Playing with two teams of two students is suggested. Playing in teams gives students an opportunity to discuss moves and strategies and provides a check on correct computation.

Suggestions

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• Before teams tally their score, encourage them to predict which team will win.

• After three or four tosses, teams calculate what they need to aim for in the next toss or two tosses to win.

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Green dice = positive numbers Red dice = negative numbers

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• Each team tosses a dice. The team with the higher number goes first.

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• A team member tosses all 12 dice— six green and six red.

Discussion Ask:

• Is this more a game of luck or skill?

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• Teams take turns selecting a dice from the group of 12 dice, aiming for a score of 0, –1, +1, –2 or +2, (depending on the activity) after selecting six dice.

• Teams tally their six dice selections and record the total on the chart.

• After five tosses, teams tally all five scores to determine the winner.

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• Add more tosses—10, 15 or more.

• Add more dice.

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Dice activities for mathematical thinking

• Would adding more dice to the activity influence the outcome? Would it make it more or less a game of luck or skill?

Explain.

• Would adding more tosses to the activity influence the outcome? Would it make it more or less a game of luck or skill? Explain.

• Would adding more teams to the activity influence the outcome? Explain.

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Aim for zero • Each team tosses a dice.

• The team with the higher number goes first.

Green dice = positive numbers: 1, 2, 3, 4, 5, 6 Red dice = negative numbers: –1, –2, –3, –4, –5, –6

How to play

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• A team member tosses all 12 dice—six green dice and six red dice.

• Teams take turns selecting one green dice and one red dice from the 12 dice tossed, aiming for a score of zero after selecting six dice.

• Teams tally their six dice and record the sum on the chart.

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• After five tosses, teams tally their scores.The team with a total closest to zero wins.

Team B

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Dice activities for mathematical thinking 87

Aim for negative one • Each team tosses a dice.

• The team with the higher number goes first.

Green dice = positive numbers: 1, 2, 3, 4, 5, 6 Red dice = negative numbers: –1, –2, –3, –4, –5, –6

How to play

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• A team member tosses all 12 dice—six green dice and six red dice.

• Teams take turns selecting one green dice and one red dice from the 12 dice tossed, aiming for a score of –1 after selecting six dice.

• Teams tally their six dice and record the sum on the chart.

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Toss

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• After five tosses, teams tally their scores.The team with a total closest to –1 wins.

Team B

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Aim for positive one • Each team tosses a dice.

• The team with the higher number goes first.

How to play

Green dice = positive numbers: 1, 2, 3, 4, 5, 6 Red dice = negative numbers: –1, –2, –3, –4, –5, –6

• A team member tosses all 12 dice—six green dice and six red dice.

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• Teams take turns selecting one green dice and one red dice from the 12 dice tossed, aiming for a score of +1 after selecting six dice.

• Teams tally their six dice and record the sum on the chart.

Toss

Team A

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• After five tosses, teams tally their scores.The team with a total closest to +1 wins.

Team B

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Dice activities for mathematical thinking 89

Aim for negative two • Each team tosses a dice.

• The team with the higher number goes first.

Green dice = positive numbers: 1, 2, 3, 4, 5, 6 Red dice = negative numbers: –1, –2, –3, –4, –5, –6

How to play

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• A team member tosses all 12 dice—six green dice and six red dice.

• Teams take turns selecting one green dice and one red dice from the 12 dice tossed, aiming for a score of –2 after selecting six dice.

• Teams tally their six dice and record the sum on the chart.

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Toss

Team A

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• After five tosses, teams tally their scores.The team with a total closest to –2 wins.

Team B

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Aim for positive two • Each team tosses a dice.

• The team with the higher number goes first.

How to play

Green dice = positive numbers: 1, 2, 3, 4, 5, 6 Red dice = negative numbers: –1, –2, –3, –4, –5, –6

• A team member tosses all 12 dice—six green dice and six red dice.

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• Teams take turns selecting one green dice and one red dice from the 12 dice tossed, aiming for a score of +2 after selecting six dice.

• Teams tally their six dice and record the sum on the chart.

Toss

Team A

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• After five tosses, teams tally their scores.The team with a total closest to +2 wins.

Team B

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Dice activities for mathematical thinking 91

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Independent exploration activities Contents

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Introduction to independent explorations.............................. 94 To the student................................................................................ 96

Directions for independent explorations using a random set of numbers..........................................................98–99

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Maths log......................................................................................... 97

Toss chart (0–25)................................................................... 100 Square number toss chart................................................... 101 Prime number toss chart..................................................... 102 Summation (∑) toss chart.................................................... 103 Directions for independent explorations using a specific set of numbers.....................................................104–105

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107 •f o r v ewnumber pu r p oseson l y• 1, 2, 3, 4, 5 zero-to-25 chart................................................. 106

1, 2, 3, 4, 5 prime number chart.......................................... 108 1, 2, 3, 4, 5 summation (∑) chart......................................... 109

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4, 4, 4, 4 zero-to-25 chart..................................................... 110 4, 4, 4, 4 square number chart............................................. 111

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4, 4, 4, 4 prime number chart.............................................. 112

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4, 4, 4, 4 summation (∑) chart.............................................. 113 5, 5, 5, 5, 5 zero-to-25 chart................................................. 114 5, 5, 5, 5, 5 square number chart......................................... 115 5, 5, 5, 5, 5 prime number chart.......................................... 116 5, 5, 5, 5, 5 summation (∑) chart......................................... 117

3, 3, 3 zero-to-18 chart......................................................... 118 4, 4 zero-to-25 chart............................................................. 119 Possible solutions............................................................... 120–123

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Dice activities for mathematical thinking 93

Introduction to independent explorations

A

There are classic challenges found in a variety of source materials that do not require dice; for example: ‘Using three 3s, write equations that equal the numbers one to 10’, or ‘Using four 4s, write the numbers one to 100’. The teacher can modify the second challenge to finding solutions from one to 10. Once the students are engaged with and interested in the activity, expand it to include the numbers 11 to 20.

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ll students must be provided with a learning plan of mathematics that is exciting and inviting. Not all students operate at the same level of proficiency, not all students have the same intellectual capacity—but all students can think, become problem-solvers and know how to work in teams to solve problems. While mastery of basic computation and number facts is important, mastery should not take precedence over developing mathematical thinkers. Later in their lives, students will not find future employment based on their ability to compute or demonstrate knowledge of the times tables. The ability to solve problems, think rationally, devise strategies and collaborate in team approaches to solutions are traits that lead to success.

Still other activities can challenge the students to use the numbers 1, 2, 3, 4 and 5 to create equations that equal the numbers one to 10. A favourite is to use just two 4s to write as many equations as possible. Initially, students of any age might think only of the obvious equations: 4 + 4 = 8, 4 – 4 = 0, 4 x 4 =16 and 4 ÷ 4 = 1. But once the door of mathematical creativity has been opened, they will find that there are well over 25 equations involving just 4s. Consider, for example, √4 × ∑4—the square root of 4 times four summation (or 2 × 10), which equals 20. A slight reversal of the numbers and you could produce four summation (10) to the second power, yielding 100. These activities are an opportunity for the teacher to think outside the box of following mathematical rules and, instead, focus on employing mathematical reasoning.

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with the concepts of square numbers, square roots, prime numbers, positive and negative integers, factorials (!) and summations (∑), as explored in the preceding activities, they are ready to apply this knowledge in generating maths equations using a random set of numbers.

The activities that follow are varied and offer only a sample of what is possible. Many can be modified and extended to provide for differentiated learning styles. Some of the activities continue to employ the use of dice.

One such activity invites a team of students to toss seven dice and attempt to construct as many equations as possible from the numbers rolled. A modified version of this activity limits the students to using the seven dice to find solutions that equal the numbers one to five.

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Dice activities for mathematical thinking

The focus of Dice activities for mathematical thinking is to provide a means for students to develop mathematical thinking skills by stimulating curiosity about and a passion for

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However, do not post the solutions, as this would deter the other classrooms from seeking a solution and inhibit additional creative thinking. The first class to solve all the problems would be declared the winner and then must prove their answers were correct. It is conceivable that the first ‘winner’ might indeed not have all the correct solutions and the competition would continue.

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maths, deepening their knowledge base, and encouraging play with mathematical ideas. The activities are not meant to be used as ‘typical’ worksheets or graded as such. Rather, they are meant to be works in progress. A ‘work’ sheet is a place for students to record their thinking, modify their predictions and correct their errors—not a means for judging their outcomes. Most importantly, the teacher should take note of the students’ thinking and increased knowledge and skills, rather than judge on the basis of how many right or how many wrong. The constant judging/grading of every piece of work diminishes intrinsic motivation, shifting it to extrinsic motivation.

The classroom should be considered a place of daily learning rather than a daily gauntlet to be manoeuvred by the child.

Consider opening one of the activities, such as the 1, 2, 3, 4, 5 Square number chart (page 107), to the entire year as a homework assignment. More than likely this would generate energy and enthusiasm among the parent community as well as older siblings.

Mathematical conversations and inquiries would compete with football scores as the main dinner table talk. Parents would see maths as a subject that develops higherlevel thinking, both inductive and deductive, rather than as the continuous memorisation of rules and procedures.

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Encourage small groups of students to work together, creating a learning environment where students have opportunities to share their thinking, ask for clarification, and think about the mathematics and not necessarily be driven to see how many ‘right’ answers they can get. Explain to your class that this is their opportunity to actually learn the mathematics involved and that you will expect the same level of proficiency on a test or quiz.

— The Authors

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Consider collaborating with colleagues at the same year level. Decide on an activity to be explored simultaneously, such as the Summation (∑) toss chart (page 103). Create a friendly but competitive spirit among the different classrooms at a specific year level and see which class can find all the answers first. Post a copy of the chart for the particular activity outside each classroom and check off the problems that have been solved.

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Dice activities for mathematical thinking 95

To the student Using your maths log In the real world of problem solving, it can take months or even years to find solutions, but mathematicians use their notes to reflect on their attempts and see if they provide clues to the eventual solution to a problem.

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Save your work. Do not erase or cross out wrong answers. They just might provide a clue that will help you and your partners solve the problem. Some of the ‘almost’ solutions may be useful as stepping stones to generating other equations.

Generating equations – getting started

ew i ev Pr

Teac he r

Make sure you state the problem you are working on so you can easily keep your records straight. Use both sides of the paper.

• Before generating equations, look at the numbers on the tossed dice. Ask yourself:

© R. I .

C.Publ i cat i ons – What summations (∑) are possible? (List them.) or ev i eworp ur po esthat on y• – • Are f there anyr square numbers combinations ofs numbers willl produce – What factorials (!) are possible? (List them.)

a square number?

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– If ‘2’ isn’t available to use as an exponent, is there a combination of numbers that will equal 2 (for example, 53–1)?

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– Is there a combination that will equal 0? If so, what happens to a number when its exponent is 0?

•

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For the purposes of these exercises, you can combine two numbers to make a double- or triple-digit number. For example, a 2 and a 5 can be combined to make 25, or a 1, 1 and 2 can be combined to make 121. Make a list of the numbers you can make using this method.

o c . che e r o t r s super

• Make a list of possible square roots or square numbers: for example: √(∑5) + 1 or (∑4)√4.

1

• Will any of the numbers produce a fraction or a decimal that equals ?

2

• Finally, remember the BIMDAS rule of order of operations. Use parenthesis and brackets to show which operations to perform first to make your equation true.

96

Dice activities for mathematical thinking

R.I.C. Publications® – www.ricpublications.com.au

MATHS LOG Name:

Date:

Team members:

Teac he r

State the problem:

r o e t s Bo r e p ok u S

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Attempts to solve the problem: (When you have found a solution, circle it and copy it to the chart you’re working on.)

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m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

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Dice activities for mathematical thinking 97

Directions for independent explorations using a random set of numbers

Objectives • Generates equations using a random set of numbers.

r o e t s Bo r e p ok u S

• Employs mathematical reasoning.

Deepens the knowledge base of the mathematical concepts of: – square numbers – square roots – prime numbers – positive/negative integers – factorials (!)

– summation (∑).

Teac he r

•

How to play:

Activities

• The teacher rolls five dice. © R. I .

C.Pub i ca t i o nsstarted’ • l Teams use the ‘Getting suggestions (page 96) to focus •f orr evi ew pur p o ses o nl y •a their thinking.

Each student keeps

1 to 25 toss Square number toss Prime number toss Summation (∑) toss

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Introduce the activities by demonstrating them on an overhead projector and working with the ‘Getting started’ suggestions (page 96) to prepare students for generating number sentences for each chart.

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Teams of two, three or four students are suggested. Working as teams gives students the opportunity to share their thinking, ask for clarification and check for correct computation.

complete record of his or her work.

• Using all five numbers, students generate equations that equal the numbers given on the chart.

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• • • •

ew i ev Pr

• Gains an appreciation and working knowledge of the order of operations.

• Students write equations in the appropriate cell on the chart.

• The class works collaboratively to arrive at equations for each number on the chart.

o c . che e r o t r s super

• The teacher again rolls five dice.

Students, working in small groups, use the ‘Getting started’ suggestions to focus on the new set of five numbers.

• Students generate equations that equal the numbers given on the chart.

98

Dice activities for mathematical thinking

R.I.C. Publications® – www.ricpublications.com.au

Options

Variations

r o e t s Bo r e p ok u S

• Activity as a teaching tool – Groups give each other hints about how to form an equation for a particular number.

Students share equations, seeing how many variations they can find for each number.

• The team toss dice and generate an equation for the first number on the chart. Toss dice again, write an equation for the next number in sequence on the chart. Continue tossing dice and writing equations for each number on the chart.

Teac he r

• Activity as a friendly competition among classes in the same year – Post a chart outside each classroom. Students check off problems that have been solved but do not post solutions, thereby spurring others on to find solutions.

ew i ev Pr

• Activity as a competition within the class – The group that finds the most solutions wins.

• The team toss a specified number of dice and write as many equations as possible.

They toss the dice again and attempt to fill in missing equations. Students use a different-coloured pencil to record equations generated by the second dice toss. Students continue tossing dice, recording new equations in a different colour until the chart is complete.

© R. I .

C.Publ i cat i ons • Use as a competition between two Suggestions Team One toss the dice and •f orr evi ew pur pteams: o s e s o n l y • generate an equation. Team Two toss the

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• Use just four dice to differentiate learning by making activities more challenging.

Extend the 0–25 activity to 100.

dice and generate an equation. If a team cannot generate an equation from the toss, the team loses a turn. Numbers must be filled in sequence.

m . u

w ww

• Use six or seven dice to differentiate learning by making activities less challenging. Using more dice provides more options for generating equations.

Students can try using all six or seven dice to generate an equation or choose which five numbers they want to use.

• Extend the activities to tossing seven, six, five or four dice and finding as many equations as possible that equal solutions from 0 to 100 or even higher.

o c . che e r o t r s super

∑

R.I.C. Publications® – www.ricpublications.com.au

• Tossing seven, six, five or four dice, generate as many solutions as possible for equations equalling 0 to 5 or 0 to 10.

=

Dice activities for mathematical thinking 99

Toss chart (0–25) How to play • Toss five dice.

• Using all five numbers, generate as many number equations that equal 0 to 25 as you can. Record the equations on the chart.

• Toss the dice again to see if you can complete the chart.

• Record the equations from the second toss, using a different-coloured pen or pencil.

• See if you can complete the chart with just three tosses.

r o e t s Bo r e p ok u S

Challenge

• Use four dice.

• To generate further equations, use six or seven dice.

ew i ev Pr

Teac he r

• See how many equations you can write up to 100.

100

Dice activities for mathematical thinking

m . u

w ww

0= 13 = 1= 14 = 2= 15 = © R. I .

C.Publ i cat i ons 3 = •f 16 =os orr evi ew pu r p esonl y• 4= 17 = 5= 18 = 6= 19 = .

7= 20 = te o c . che 8= 21 = e r o t r sup er 9= 22 =s 10 = 23 = 11 = 24 = 12 = 25 =

R.I.C. Publications® – www.ricpublications.com.au

Square number toss chart How to play • Toss five dice.

• Using all five numbers, generate as many equations as you can from the toss.

Record the equations on the chart.

• Toss the dice again to see if you can complete the chart.

• Record the equations from the second toss, using a different-coloured pen or pencil.

r o e t s Bo r e p ok u S

• See if you can complete the chart with less than three tosses.

• Use four dice.

ew i ev Pr

Teac he r

Challenge

• To generate further equations, use six or seven dice.

1= 4=

© R. I .

C.Publ i cat i ons 9= •f orr evi ew pur posesonl y•

w ww

25 = 36 =

te 49 = .

64 = 81 =

m . u

16 =

o c . che e r o t r s super

100 = 121 = 144 = R.I.C. Publications® – www.ricpublications.com.au

Dice activities for mathematical thinking 101

Prime number toss chart How to play • Toss five dice.

• Using all five numbers, generate as many prime number equations as you can from the toss. Record the equations on the chart.

• Toss the dice again to see if you can complete the chart.

• Record the equations from the second toss, using a different-coloured pen or pencil.

r o e t s Bo r e p ok u S

• See if you can complete the chart with just three tosses.

Challenge

• To generate further equations, use six or seven dice.

ew i ev Pr

Teac he r

• Use four dice.

102

Dice activities for mathematical thinking

m . u

w ww

2= 43 = 3= 47 = © R. I .

C.Pu bl i i ons 5= 53 =cat orr evi ew pu r p esonl y• 7 = •f 59 =os 11 = 61 = 13 = 67 = 17 = 71 = . te o 19 = 73 = c . che e r o 23 = 79 = t r s super 29 = 83 = 31 = 89 = 37 = 97 = 41 = 101 =

R.I.C. Publications® – www.ricpublications.com.au

Summation (∑) toss chart How to play • Toss five dice.

• Using all five numbers, generate as many summation equations as you can from the toss. Record the equations on the chart.

• Toss the dice again to see if you can complete the chart.

• Record the equations from the second toss, using a different-coloured pen or pencil.

r o e t s Bo r e p ok u S

• See if you can complete the chart with just three tosses.

• Use four dice.

• To generate further equations, use six or seven dice.

∑1 = 1 = ∑2 = 3 =

ew i ev Pr

Teac he r

Challenge

I .

C.Publ i cat i ons ∑3 = 6 =© R. ∑5 = 15 =

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∑6 = 21 = ∑7 = .

28 t=

e

m . u

or evi ew pur posesonl y• ∑4• =f 10 =r

o c . ∑8 = 36 = c e her r o t s super ∑9 = 45 = ∑10 = 55 = ∑11 = 66 = ∑12 = 78 =

R.I.C. Publications® – www.ricpublications.com.au

Dice activities for mathematical thinking 103

Directions for independent explorations using a specific set of numbers

Objectives • Generates equations using a specific set of numbers.

r o e t s Bo r e p ok u S

• Employs mathematical reasoning.

Teac he r

ew i ev Pr

• Deepens the knowledge base of the mathematical concepts of: – square numbers – square roots – prime numbers – positive/negative integers – factorials (!)

– summation (∑).

• Gains an appreciation and working knowledge of the order of operations.

Activities

to play © R. I .

C.PuHow b l i cat i ons • Using a set of specified numbers— 1, 2, 3, 4, 5 three 3s, two 4s, four 4s, five 5s, or Four 4s •f orr evi ew pur p ses l y• theo numbers 1, 2,o 3, 4,n 5—students

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Introduce the activities by demonstrating them on an overhead projector and working with the ‘Getting started’ suggestions (page 96) to prepare students for generating number sentences for each chart.

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• Students write equations in the appropriate cell on the chart.

o c . che e r o t r s super

Teams of two, three or four students are suggested. Working as teams gives students the opportunity to share their thinking, ask for clarification and check for correct computation.

104

use the ‘Getting started’ suggestions (page 96) to focus their thinking on generating equations that equal the numbers 0 to 25. Each student keeps a record of his or her work.

m . u

• • • Five 5s • Three 3s • Two 4s

Dice activities for mathematical thinking

• The class works collaboratively to arrive at equations for each number on the chart, using specific numbers: three 3s, two 4s, four 4s, five 5s, or the numbers 1, 2, 3, 4 or 5.

• Students, working in small groups, generate equations that equal the numbers 0 to 25 (or 50 or 100).

R.I.C. Publications® – www.ricpublications.com.au

Variations

• Activity as a teaching tool – Groups give each other hints about how to form an equation for a particular number.

Students share equations, seeing how many variations they can find for each number.

• Using specific numbers, students generate equations for the Square number chart, the Prime number chart and the Summation chart.

r o e t s Bo r e p ok u S

• Activity as a competition within the class – The group that finds the most solutions wins.

• Activity as a friendly competition among classes in the same year – Post a chart outside each classroom. Students check off problems that have been solved but do not post solutions, thereby spurring others on to find solutions.

• Extend the activities to tossing seven, six, five or four dice, or using three 3s, four 4s and five 5s, to find as many equations as possible equalling solutions from 0 to 100 or even higher.

ew i ev Pr

Teac he r

Options

• Generate as many equations as possible by tossing seven, six, five or four dice, or using three 3s, four 4s and five 5s for each solution from 0 to 5 or 0 to 10.

© R. I .

C.Publ i cat i ons • To differentiate learning, limit orw expand •f or r ev i e pur posesonl y•

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the number of equations. Some groups could generate equations for the first 10 numbers, while others could be encouraged to generate two equations for each number.

• Consider giving one of the activities (such as 1, 2, 3, 4, 5) to the entire year level as a homework assignment, encouraging parents and siblings to participate.

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m . u

Suggestions

o c . che e r o t r s super

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Dice activities for mathematical thinking 105

1, 2, 3, 4, 5 zero-to-25 chart How to play Using the numbers 1, 2, 3, 4 and 5 only ONCE each, generate an equation that equals each number from 0 to 25.

Challenge • See how many equations you can write that equal the numbers 26 to 100.

1= 2=

15 =

3=

16 =

© R. I .

C.Pu bl i i ons 17 =cat •f orr evi ew pur posesonl y•

4=

18 = 19 =

7=

20 =

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6=

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8= 9=

10 =

m . u

5=

106

14 =

ew i ev Pr

Teac he r

0=

r o e t s Bo r e p o u k 13 = S

o c . che e r 22 = o t r s super 21 = 23 =

11 =

24 =

12 =

25 =

Dice activities for mathematical thinking

R.I.C. Publications® – www.ricpublications.com.au

1, 2, 3, 4, 5 square number chart How to play

1=

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Using the numbers 1, 2, 3, 4 and 5 only ONCE each, generate an equation that equals each square number on the chart.

4= 9=

36 =

w ww 49 =

64 = . t 81 = 100 =

e

m . u

© R. I .

C.Publ i cat i ons orr evi ew pur posesonl y• 25• =f 16 =

o c . che e r o t r s super

121 = 144 = R.I.C. Publications® – www.ricpublications.com.au

Dice activities for mathematical thinking 107

1, 2, 3, 4, 5 prime number chart How to play

Using the numbers 1, 2, 3, 4 and 5 only ONCE each, generate an equation that equals each prime number on the chart.

3= 5=

53 =

7=

59 =

13 =

© R. I .

C.Pu bl i i ons 61 =cat •f orr evi ew pur posesonl y• 67 = 71 =

19 =

73 =

w ww

17 = 23 = 29 = 31 =

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m . u

11 =

108

47 =

ew i ev Pr

Teac he r

2=

r o e t s Bo r e p o u k 43 = S

o c . che e r 83 = o t r s super 79 = 89 =

37 =

97 =

41 =

101 =

Dice activities for mathematical thinking

R.I.C. Publications® – www.ricpublications.com.au

1, 2, 3, 4, 5 summation (∑) chart How to play

Using the numbers 1, 2, 3, 4 and 5 only ONCE each, generate an equation that equals each summation number on the chart.

Teac he r

∑2 = 3 = ∑3 = 6 = ∑4 = 10 =

ew i ev Pr

r o e t s Bo r e p ok u ∑1 = 1 =S

© R. I .

C.Publ i cat i ons ∑5• =f 15 =r or evi ew pur posesonl y•

w ww

∑7 = 28 = ∑8 = 36 =

. te ∑9 = 45 =

m . u

∑6 = 21 =

o c . che e r o t r s super ∑10 = 55 = ∑11 = 66 = ∑12 = 78 =

R.I.C. Publications® – www.ricpublications.com.au

Dice activities for mathematical thinking 109

4, 4, 4, 4 zero-to-25 chart How to play Using four 4s, generate an equation that equals each number from 0 to 25.

Challenge • See how many equations you can write that equal the numbers from 26 to 100.

1= 2=

15 =

3=

16 =

© R. I .

C.Pu bl i i ons 17 =cat •f orr evi ew pur posesonl y•

4=

18 = 19 =

7=

20 =

w ww

6=

. te

8= 9=

10 =

m . u

5=

110

14 =

ew i ev Pr

Teac he r

0=

r o e t s Bo r e p o u k 13 = S

o c . che e r 22 = o t r s super 21 = 23 =

11 =

24 =

12 =

25 =

Dice activities for mathematical thinking

R.I.C. Publications® – www.ricpublications.com.au

4, 4, 4, 4 square number chart How to play

Using four 4s, generate an equation that equals each square number on the chart.

Teac he r

ew i ev Pr

1=

r o e t s Bo r e p ok u S

4= 9=

16 =

© R. I .

C.Publ i cat i ons 25• =f orr evi ew pur posesonl y•

w ww

49 =

64 = .

te 81 = 100 =

m . u

36 =

o c . che e r o t r s super

121 = 144 =

R.I.C. Publications® – www.ricpublications.com.au

Dice activities for mathematical thinking 111

4, 4, 4, 4 prime number chart How to play

Using four 4s, generate an equation that equals each prime number on the chart.

3=

47 =

5=

53 =

7=

59 =

ew i ev Pr

Teac he r

2=

r o e t s Bo r e p ok 43 = u S

17 =

71 =

w ww

19 = 23 = 29 = 31 =

112

. te

73 =

m . u

© R. I .

C.Pu bl i i ons 61 =cat •f orr evi ew pu r posesonl y• 13 = 67 = 11 =

o c . che e r 83 = t o r s super 79 = 89 =

37 =

97 =

41 =

101 =

Dice activities for mathematical thinking

R.I.C. Publications® – www.ricpublications.com.au

4, 4, 4, 4 summation (∑) chart

How to play

Using four 4s, generate an equation that equals each summation (∑) number on the chart.

Teac he r

∑2 = 3 = ∑3 = 6 =

ew i ev Pr

r o e t s Bo r e p ok u ∑1 = 1 =S

∑4 = 10© = R. I .

C.Publ i cat i ons

∑5• =f 15 =r or evi ew pur posesonl y•

w ww

∑7 = 28 = ∑8 = .

36 =

te

m . u

∑6 = 21 =

o c ∑9 = 45 = c . e her r o t s super ∑10 = 55 = ∑11 = 66 = ∑12 = 78 =

R.I.C. Publications® – www.ricpublications.com.au

Dice activities for mathematical thinking 113

5, 5, 5, 5, 5 zero-to-25 chart How to play

Using five 5s, generate an equation that equals each number from 0 to 25.

Challenge

• See how many equations you can write that equal the numbers from 26 to 100.

1= 2=

15 =

3=

16 =

© R. I .

C.Pub i cat i ons 17l = •f orr evi ew pur posesonl y•

4=

18 = 19 =

7=

20 =

w ww

6=

. te

8= 9=

10 =

m . u

5=

114

14 =

ew i ev Pr

Teac he r

0=

r o e t s Bo r e p o u k 13 = S

o c . che e r 22 = o t r s super 21 = 23 =

11 =

24 =

12 =

25 =

Dice activities for mathematical thinking

R.I.C. Publications® – www.ricpublications.com.au

5, 5, 5, 5, 5 square number chart How to play

Using five 5s, generate an equation that equals each square number on the chart.

4=

ew i ev Pr

Teac he r

1=

r o e t s Bo r e p ok u S

9=

16 =

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

25 =

w ww

49 = 64 = 81 =

. te

100 = 121 =

m . u

36 =

o c . che e r o t r s super

144 =

R.I.C. Publications® – www.ricpublications.com.au

Dice activities for mathematical thinking 115

5, 5, 5, 5, 5 prime number chart How to play

Using five 5s, generate an equation that equals each prime number on the chart.

3=

47 =

5=

53 =

7=

59 =

ew i ev Pr

Teac he r

2=

r o e t s Bo r e p ok 43 = u S

17 =

71 =

w ww

19 = 23 = 29 = 31 =

116

. te

73 =

m . u

© R. I .

C.Pu bl i i ons 61 =cat orr evi ew pu r p esonl y• 13 = •f 67 =os 11 =

o c . che e 83 = or r st super 79 = 89 =

37 =

97 =

41 =

101 =

Dice activities for mathematical thinking

R.I.C. Publications® – www.ricpublications.com.au

5, 5, 5, 5, 5 summation (∑) chart

How to play

Using five 5s, generate an equation that equals each summation (∑) number on the chart.

Teac he r

∑2 = 3 = ∑3 = 6 =

ew i ev Pr

r o e t s Bo r e p ok u ∑1 = 1 =S

∑4 = 10© = R. I .

C.Publ i cat i ons

∑5• =f 15 =r or evi ew pur posesonl y•

w ww

∑7 = 28 = ∑8 = .

36 =

te

m . u

∑6 = 21 =

o c ∑9 = 45 = c . e her r o t s super ∑10 = 55 = ∑11 = 66 = ∑12 = 78 =

R.I.C. Publications® – www.ricpublications.com.au

Dice activities for mathematical thinking 117

3, 3, 3 zero-to-18 chart How to play

Using three 3s, generate an equation that equals each number from 0 to 18.

Challenge

• See how many equations you can write that equal the numbers from 19 to 100.

1=

11 =

2=

12 =

3=

13 =

ew i ev Pr

Teac he r

0=

r o e t s Bo r e p ok 10 = u S

6=

16 =

w ww

7= 8= 9=

118

. te

17 = 18 =

m . u

© R. I .

C.Pu bl i i ons 14 =cat orr evi ew pu r p esonl y• 5 = •f 15 =os 4=

o c . che e r o t r s super

Dice activities for mathematical thinking

R.I.C. Publications® – www.ricpublications.com.au

4, 4 zero-to-25 chart How to play

Using just two 4s, generate an equation that equals each number from 0 to 25.

Challenge

• See how many equations you can write that equal the numbers from 26 to 100.

1=

14 =

2=

15 =

3=

16 =

ew i ev Pr

Teac he r

0=

r o e t s Bo r e p u 13 = ok S

5=

18 =

6=

19 =

w ww

20 =

7= 8= 9=

10 =

. te

m . u

© R. I .

C.Publ i ca i ons 17 =t •f orr evi ew pur posesonl y•

4=

o c . che e 22 t =or r s super 21 = 23 =

11 =

24 =

12 =

25 =

R.I.C. Publications® – www.ricpublications.com.au

Dice activities for mathematical thinking 119

Possible solutions

Page 106 1, 2, 3, 4, 5 zero-to-25 chart 0 = [(5 – 4) – (3 – 2)] × 1 1 = [(5 – 4) × (3 – 2)] × 1 2 = [∑4 – 5) ÷ (3 + 2)] + 1 3 = [(5 – 1) ÷ 4] – 3

Page 107 1, 2, 3, 4, 5 square number 25 chart

13 = 42 – (√5 + 3 + 1)

r o e t s Bo r e p ok u S 14 = (5 × 2) + [∑4 – (∑3 × 1)] 15 = (5 × 2) + [∑4 – (∑3 – 1)]

16 = (25 – 13) + 4

2

17 = [(4! – ∑5) + 32] – 1

4 = [(45 ÷ 3) ÷ ∑2] – 1

6 = (21 ÷ 3) – (5 – 4)

18 = [(4! – ∑5) + 32] × 1

19 = 32 + (5 + 4 + 1)

4 = (24 ÷ 3) – (5 – 1)

9 = [54 ÷ (3 × 2)] × 1 16 = 25 – 43 – 1

25 = 34 – [(5 × 2) – 1]

36 = [5! ÷ 3) – [(√4 + 2) × 1]

ew i ev Pr

Teac he r

5 = [{(5 × 4) + 1} ÷ 3] – 2

1 = (5 – 4)3 × (2 – 1)

7 = (21 ÷ 3) × (5 – 4)

20 = [(5! ÷ 3) × 2] ÷ 41

49 = 54 – (2 + 3)1

8 = (42 – 35) + 1

21 = 23 – [(5 – 4) + 1]

64 = [(4 × 2) × (5 + 3)] × 1

9 = (52 + √4) ÷ (3 × 1)

22 = (54 – 32) × 1

81 = [32 × (4 + 5)] × 1

10 = (5 + 4 + 1) × ( 3 – 2)

23 = 23 × [(5 – 4) × 1]

100 = 5! – [42 + (3 + 1)]

11 = [(∑4 ÷ 5) × (2 × 3)] – 1

24 = (31 – 25) × 4

12 = (52 – 1) – ( 3 × 4)

25 = 25 × [(4 – 3) × 1]

121 = [5 + (2 × 3)] × (∑4 + 1)

© R. I .

C.Publ i cat i ons •f orr evi ew pur p o109 sesonl y• Page

Page 108 Page 1, 2, 3, 4, 5 prime number chart

1, 2, 3, 4, summation (∑) chart ∑1 = 1 = (34 – 25) – 1

3 = (5 + 3) – (4 + 2) + 1

47 = (∑4 × 5) – [3 × (2 – 1)]

∑2 = 3 = [24 ÷ (5 = 3)] × 1

5 = (√5 + 4) + (3 + 1) – 2

53 = ∑4 × 5 + [3 × (2 – 1)]

∑3 = 6 = (24 – 13) – 5

. te

59 = (5! ÷ 2) – (4 – 31)

∑4 = 10 = (43 – 25) – 1

m . u

43 = 25 + [(4 × 3) – 1]

w ww

2 = [(5 + 3) – (4 + 2)] × 1

7 = 32 – [(5 – 4) + 1]

120

144 = [(∑5 – 3) × (∑4 + 2)] ÷ 1

o c . che e r o t r s super

11 = [(3! × 2) – (5 – 4)] × 1

61 = (15 × 4) + (3 – 2)

13 = [(3! × 2) + (5 – 4)] × 1

67 = (5 + 3)2 + (3 × 1)

17 = [(3 × 5) + (4 – 2)] × 1

71 = 4 + (5 + 2)

19 = [(4 × 5) – (3 – 2)] × 1

73 = [∑(∑4)] +∑5 + [3 × (2 – 1)]

23 = (4 × 5) + [3 × (2 – 1)]

79 = [∑(∑4)] +∑5 + [32 × (2 – 1)]

∑8 = 36 = (15 + 23) – √4

29 = 52 + [(3! – √4) × 1]

83 = (45 × 2) – (3! + 1)

∑9 = 45 = [∑ (5 × 2)] – [(∑ 3 + 4) × 1]

31 =52 + [(3 + 4) – 1]

89 = (∑4)2 – [∑5 – (1 + 3)]

∑10 = 55 = [(32 × 5) + ∑ 4] × 1

37 = 4! + [(5 × 2) + 3]

97 = (4 × 52) – (3 × 1)

∑11 = 66 = [(4 × 2) + 3] × (5 + 1)

41 = 41 – [5 – (3 + 2)]

101 = (54 × 2) – (3! + 1)

3

1

Dice activities for mathematical thinking

∑5 = 15 = (45 ÷ 3) × (2 – 1)

∑6 = 21 = 42 + [{∑ (3 + 1)} – 5] ∑7 = 28 = (4 × 3 × 2) + (5 – 1)

∑12 = 78 = 5! – [43 – (2 – 1)]

R.I.C. Publications® – www.ricpublications.com.au

Possible solutions

Page 111 4, 4, 4, 4 square number chart

Page 110 4, 4, 4, 4 zero-to-25 chart 0 = 4√4 – 4√4

13 = [(∑√4) × 4] + (4 ÷ 4)

1 = (4 ÷ 4) × (4 ÷ 4) 2 = (4 ÷ 4) + (4 ÷ 4) 3 = (√4 + √4) – (4 ÷ 4)

r o e t s Bo r e p ok u S 14 = [(∑√4) × 4] + (4 ÷ √4)

4 = (√4 + √4) × (4 ÷ 4)

15 = (∑4 × √4] – (∑4 ÷ √4)

9 = (4 + 4) + (4 ÷ 4)

16 = 4 × (4 ÷ 4) √4

17 = 4√4 + (4 ÷ 4)

5 = (√4 + √4) + (4 ÷ 4)

18 = 4√4 + (4 ÷ √4)

6 = (4! – 4) × (4 ÷ 4)

19 = (∑4 × √4] – (4 ÷ 4)

16 = 4√4 × (4 ÷ 4)

25 = [(∑√4)! × 4] + (4 ÷ 4) 36 = [(∑√4)! × (∑√4)!] × (4 ÷ 4)

ew i ev Pr

4 = (√4 + √4) ÷ (4 ÷ 4)

Teac he r

1 = (4 ÷ 4) × (4 ÷ 4)

49 = 4! + 4! + (4 ÷ 4)

7 = (4! – 4) + (4 ÷ 4)

20 = (∑4 × √4] ÷ (4 ÷ 4)

8 = (4! – 4) + (4 ÷ √4)

21 = (∑4 × √4] + (4 ÷ 4)

64 = 44 – (4 ÷ 4)

9 = (4 × √4) + (4 ÷ 4)

22 = (∑4 × √4] + (4 ÷ √4)

81 = [∑4 – (4 ÷ 4)]√4

10 = 4√4 – (∑√4)!

23 = 4! – [4 – (∑√4)]

100 = (∑4 × ∑4) × (4 ÷ 4)

11 = [(∑√4) × 4] – (4 ÷ 4)

24 = (∑4 × √4] + (√4 + √4)

121 = [∑4 + (4 ÷ 4)]√4

12 = [(∑√4) × 4] × (4 ÷ 4)

25 = 4! + [4 – (∑√4)]

144 = (4! ÷ √4) × (4! ÷ √4)

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Page 112 43 = [(∑4) × 4] + [(∑√4)!) ÷ (√4)]

3 = (√4 + √4) – (4 ÷ 4)

47 = (4! + 4!) – (4 ÷ 4)

5 = (√4 + √4) + (4 ÷ 4)

53 = (4! + 4!) + (∑4 ÷ √4)

w ww

2 = (4 ÷ 4) + (4 ÷ 4)

. te

7 = (4 × √4) – (4 ÷ 4)

11 = (∑√4) + [∑4 – (4 ÷ √4)] 13 = (∑√4 × 4) + (4 ÷ 4)

17 = ∑{4 + (4 ÷ 4)} + √4 19 = ∑{4 + (4 ÷ 4)} + 4

23 = 4! – [4 ÷ (√4 + √4)] 29 = 4! + [4 + (4 ÷ 4)]

59 = (4! ÷ .4) – (4 ÷ 4)

m . u

4, 4, 4, 4 prime number chart

o c . che e r o t r s super 61 = (4! ÷ .4) + (4 ÷ 4)

67 = (4! ÷ .4) + [4 + ∑(√4)]

71 = [∑(∑4) + ∑4)] + (4 + √4)

73 = ∑[(∑ √4)!] + ∑[(∑ √4)!] + ∑[(∑√4)!] + ∑4 79 = [∑(∑4) + 4!] + (4 – 4)

83 = [∑(∑4) + 4!] + (√4 + √4)

31 = [(∑√4)! × (∑√4)!] – (∑4 ÷ √4)

89 = [4! × 4) – 4] – ∑√4

37 = {(∑√4)! × (∑√4)!} + (4 ÷ 4)

97 = (4! × 4) + (4 ÷ 4)

41 = [(∑4) × 4] + (4 ÷ 4)

101 = (∑4 × ∑4) + (4 ÷ 4)

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Dice activities for mathematical thinking 121

Possible solutions

Page 113 4, 4, 4, 4 summation (∑) chart ∑1 = 1 = (4 ÷ 4) ÷ (4 ÷ 4)

Page 114 5, 5, 5, 5, 5 zero-to-25 chart 0 = (55 – 55)5

13 = [5! + (5 + 5)] ÷ (5 + 5)

1 = [(5 + 5) ÷ 5] – (5 ÷ 5)

14 = (5 + 5 + 5) – (5 ÷ 5)

2 = [(5 + 5) ÷ 5] × (5 ÷ 5)

15 = (5 + 5 + 5) × (5 ÷ 5)

3 = [(5 + 5) ÷ 5] + (5 ÷ 5)

16 = (5 ÷ .5) + [5 + (5 ÷ 5)]

4 = (5! ÷ 5) ÷ [5 + (5 ÷ 5)]

17 = (5 × 5) – [5 + (∑5 ÷ 5)]

5 = (5 ÷ 5) × (5 ÷ 5) × 5

18 = [∑5 + (∑5 ÷ 5)] × (5 ÷ 5)

6 = [(5 ÷ 5) × (5 ÷ 5)] + 5

19 = (5! ÷ 5) – [5 × (5 ÷ 5)]

7 = [(5 ÷ 5) + (5 ÷ 5)] + 5

20 = (5! ÷ 5) – [5 – (5 ÷ 5)]

∑8 = 36 = 44 – (4 + 4)

8 = [(5 × 5) ÷ 5] + (∑5 ÷ 5)

21 = [∑5 + ∑(∑5 ÷ 5)] × (5 ÷ 5)

∑9 = 45 = ∑[(4 + 4) + (4 ÷ 4)] or 44 + (4 ÷ 4)

9 = [55 – (5 + 5)] ÷ 5

22 = (5! ÷ 5) – [5 – (∑5 ÷ 5)]

∑10 = 55 = ∑[(4 + 4 + 4) – √4]

10 = (55 ÷ 5) – (5 ÷ 5)

23 = (5 × 5) – [(5 + 5) ÷ 5]

∑11 = 66 = ∑(∑4) + ∑4 + (4 ÷ 4)

11 = (55 ÷ 5) ÷ (5 ÷ 5)

24 = (∑5 – 5) + [5 – (5 ÷ 5)]

∑2 = 3 = 4! ÷ (4 + √4 + √4) ∑3 = 6 = (4! ÷ 4) × (4 ÷ 4)

∑4 = 10 = (∑4 ÷ √4) + (∑4 ÷ √4)

Teac he r

∑5 = 15 = 4√4 – (4 ÷ 4)

∑6 = 21 = ∑(∑√4) × √4 ∑7 = 28 = 44 – 4√4

ew i ev Pr

r o e t s Bo r e p ok u S

© R. I .

C.Publ i cat i ons •f orr evi ew Page pu r posesonl y• 116 12 = (55 ÷ 5) + (5 ÷ 5)

∑12 = 78 = [∑4(4 + 4)] – √4

5, 5, 5, 5, 5 prime number chart

1 = 5 ÷ [.5(5) + .5(5)]

w ww

4 = 5 – [(5 ÷ 5) × (5 ÷ 5)]

9 = (√5 × 5) + [5 – (5 ÷ 5)]

. te

16 = ∑5 + [(5 ÷ 5) × (5 ÷ 5)] 25 = (∑5 + 5) + [5 × (5 ÷ 5)]

36 = (∑5 + ∑5) + [5 + (5 ÷ 5)] 49 = 5(5 + 5) – (5 ÷ 5) 64 = .5(5!) + [5 – (5 ÷ 5)] 81 = (∑5 × 5) + [5 + (5 ÷ 5)]

43 = [5! ÷ (∑5 ÷ 5)] + (∑5 ÷ 5)

3 = [(5 ÷ .5) ÷ 5] + (5 ÷ 5)

47 = ∑(5 + 5) – [5 + (∑5 ÷ 5)]

5 = (√5 × 5 ÷ √5 × 5) × 5

53 = ∑(5 + 5) – [5 – (∑5 ÷ 5)]

7 = 5 + (5 ÷ 5) + (5 ÷ 5)

59 = .5(5!) – 55–5

o c . che e r o t r s super

100 = (5 × 5) × [5 – (5 ÷ 5)] 121 = 5! + [(5 ÷ 5) × (5 ÷ 5)] 144 = 5! + [(5 × 5) – (5 ÷ 5)]

122

2 = [(5 ÷ .5) ÷ 5] ÷ (5 ÷ 5)

m . u

Page 115 5, 5, 5, 5, 5 square number chart

25 = 55 – (5 × 5) – 5

Dice activities for mathematical thinking

11 = (∑5 ÷ 5) + 5 + (∑5 ÷ 5)

61 = .5(5!) + 55–5

13 = ∑5 – [(5 ÷ 5) + (5 ÷ 5)]

67 = ∑(5 + 5) + .5(5! ÷ 5)

17 = ∑5 + (5 ÷ 5) + (5 ÷ 5)

71 = 5(∑5) – [5 – (5 ÷ 5)]

19 = (5! ÷ 5) – [5 × (5 ÷ 5)]

73 = 5(∑5) – [5 – (∑5 ÷ 5)]

23 = (5! ÷ 5) – 55–5

79 = 5(∑5) + 5 – (5 ÷ 5)

29 = (5! ÷ 5) + [5 × (5 ÷ 5)]

83 = 5(∑5) + 5 + (∑5 ÷ 5)

31 = ∑5 + ∑5 + 55–5

89 = 5! – [(∑5 + ∑5) + (5 ÷ 5)]

37 = 5 × 5 + [∑5 – (∑5 ÷ 5)]

97 = 5! – (5! ÷ 5) + (5 ÷ 5)

41 = [5! ÷ (∑5 ÷ 5)] + (5 ÷ 5)

101 = 5! – ∑5 – [5 – (5 ÷ 5)]

R.I.C. Publications® – www.ricpublications.com.au

Possible solutions

Page 117 5, 5, 5, 5, 5 summation (∑) chart

Page 118 3, 3, 3 zero-to-18 chart

∑1 = 1 = 5 ÷ [.5(5) + .5(5)]

0 = (3 – 3) × 3

10 = √3 × 3 ÷ .3

∑2 = 3 = 5 – [(∑5 ÷ 5) – (5 ÷ 5)]

1 = 3 – (∑3 ÷ 3)

11 = 33 ÷ 3

∑3 = 6 = [5 + (5 ÷ 5)] × (5 ÷ 5)

2 = 3 – (3 ÷ 3)

12 = 3! × (∑3 ÷ 3)

∑4 = 10 = (∑5 + ∑5 + ∑5 + 5) ÷ 5

3 = (3 – 3) + 3

13 = (3 ÷ .3) + 3

4 = (3 ÷ 3) + 3

14 = (3! ÷ .3) – ∑3

5 = 3! – (3 ÷ 3)

15 = (3 × 3) + 3!

Teac he r

∑5 = 15 = (5 + 5 + 5) ÷ (5 ÷ 5) ∑6 = 21 = 5 × 5 – [5 – (5 ÷ 5)]

6 = 3! × (3 ÷ 3)

∑7 = 28 = (5! ÷ 5) + [5 – (5 ÷ 5)]

7 = 3! + (3 ÷ 3)

∑8 = 36 = ∑[5 + (∑5 ÷ 5)] × (5 ÷ 5) ∑9 = 45 = ∑(5 + 5) – ∑[5 – (5 ÷ 5)] ∑10 = 55 = 5 × ∑[5 – (5 ÷ 5)] + 5 ∑11 = 66 = 5! – ∑(5 + 5) + (5 ÷ 5)

8 = ∑3 + (∑3 ÷ 3) 9=3+3+3

ew i ev Pr

r o e t s Bo r e p ok u S

16 = (3 ÷ .3) + 3!

17 = (3! ÷ .3) – 3 18 = (3 + 3) × 3

© R. I .

C.Publ i cat i ons orr evi ew pur posesonl y• Page 119•f ∑12 = 78 = (∑5 × 5) + (∑5 ÷ 5)

0=4–4

13 = ∑4 + ∑√4

1=4÷4

w ww

14 = ∑4 + 4

2 = 4 – √4

15 = ∑[(∑√4)!] – (∑√4)!)

. te

3 = (∑√4)! – ∑√4 4 = √4 + √4 5 = ∑4 ÷ √4 6 = 4! ÷ 4

7 = ∑[(∑√4)!] ÷ ∑√4 8=4+4

16 = 4 × 4

m . u

4, 4 zero-to-25 chart

o c . che e r o t r s super 17 = ∑[(∑√4)!] – 4

18 = ∑[(∑√4)!] – ∑√4 19 = ∑[(∑√4)!] – √4 20 = ∑4 + ∑4

21 = 4! – ∑√4

9 = (∑√4)! + ∑√4

22 = 4! – √4

10 = 4 ÷ .4

23 = ∑[(∑√4)!] + √4

11 = ∑(∑√4)! – ∑4

24 = ∑[(∑√4)!] + ∑√4

12 = ∑4 + √4

25 = ∑[(∑√4)!] + 4

R.I.C. Publications® – www.ricpublications.com.au

Dice activities for mathematical thinking 123