Geometry is shifting into a little bit of stats for geometric probability. I started students off by playing three different dice games:

For each game, I had the winner raise their hand and say if they were Player A or B. We discussed why or why not the game was fair. The last thing students looked at was if there was a way to fix the game and make it fair.

### Like this:

Like Loading...

*Related*

Pingback: Day 175: Rolling Dice | Quadrant Dan

Maya QuinnAll three games, as presented, have a slight typo in their very final line: The second “is” should be deleted.

The second game is nice; it can be re-interpreted as asking about the proportion of a 6×6 multiplication table that is odd (or, equivalently, even). Since only 1/4 of the outcomes are odd, and 3/4 of the outcomes are even, the game becomes “fair” if the odd payout (say, 3 tick marks in the win column) is 3 times that of the even payout (say, 1 tick mark in the win column).

LikeLike

danburfPost authorNoted. Thanks for coming by and the feedback.

LikeLike