Downie, D., Slesnick, T., & Stenmark, IK. (1981). Double digit, Math for girls and other problem solvers (p. 97), Berkeley, CA: University of California. Both skill and chance play important roles in this game. The dice rolls make it difficult to implement a consistent winning strategy. However, an intuitive understanding of probability will allow stu- dents to find a strategy that will be successful more often than not. Estimation skills will aid a student’s chances for success. PEOPLE: 2-6 ACTION: Each group has a die and a scoresheet for each person like the one below. Tens | Ones ‘The members of the group take turns rolling the die. Each player places the number rolled in either the tens column or the ones column of her score sheet. When a number is entered in the tens column, players put a “0” next toit in the ones, Thus, a4 in the tens column counts as 40. After the die has been rolled 7 times, each player adds up her numbers. If a player's total is over 100, she is out of the game. ‘The players left in the game compare their totals. The player who's closest to 100 gets a point. If players are tied, they each geta point Play 5 games. The player with the highest score at the end of 5 games wins. IF YOU LIKE: + Atthe end of the game, ask the students to figure out what the best total could have been with those seven rolls. + Harder version: Players roll the die seven times. The total score may not exceed 60 and the closest scare to 60 wins. + Strategy + Estimation + Place value + Probability MATERIALS +A die + Scoresheets Day § 7