by treverreeh, published
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Students create weird 3D dice, some examples my students made are included in the photo.
Some files will have to be adjusted before printing to ensure that the dice can actually be printed.
How I Designed This
Find a tool.
Find something where you can make the file to print a 3D print file. In our district we are 1-1 with iPads and I struggled to find an app that would 3D print, but I found Morphi. Morphi allows an iPad to place objects in and manipulate those objects to be 3D printed. You could use any other tool.
Give Directions to Students
My directions to students that they had to make a dice.
The only rule is that it can't be a normal dice. It doesn't matter what it looks like, but can't have straight edges. Some of my students placed a pyramid on a cube, which makes it not a dice anymore. Other students included round figures and made it their own.
Check the files.
Some of my students had objects that were literally in space, we went through problem solving to get the extra objects out and how to place them in the best way to be 3D printed.
Students Print their Files
I had students print their own files, some students didn't turn out as well, because they didn't position them well on the table.
Overview and Background
At our school students struggle with probability, they don't see it as a concrete thing. The first thing we learn about probability is theoretical and experimental probability. Students will learn the difference between theoretical probability and experimental probability. They will also be able to think critically about geometrical probability.
Students will use theoretical probability.
Students will use experimental probability.
Students will use geometrical probability.
- Students create a weird dice and 3D print that dice.
- Before it is printed, have students use geometrical probability to find the probability of a dice landing on each side.
- 3D print each dice.
- Students will use experimental probability to physically role each dice 100 times to find the experimental probability of the dice.
- Students will write a 1 page paper on similarities and differences of the theoretical and experimental probability of their weird dice.
- Students will present their findings to the class.
Including time to teach our probability unit: 12 days.
Time for just the project: 6 days
Students should know theoretical and experimental probability. Students should also have been taught to find geometrical probability given a shape.
Rubric and Assessment
Students should have printed their 3D dice, found the probability of the dice, analyzed the differences between theoretical and experimental probability, write a paper about the differences and similarities, and finally present that paper to the class.
Handouts and Assessments
Attached is the rubric:
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Weird Dice by treverreeh is licensed under the Creative Commons - Attribution license.
What does this mean?
- You must attribute (give credit) to the creator of this Thing.
- Remixing or Changing this Thing is allowed.
- Commercial use is allowed.
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