You Never Get a Six

Charlie thinks that a six comes up less often than the other numbers on the dice. Have a look at the results of the test his class did to see if he was right.
Exploring and noticing Working systematically Conjecturing and generalising Visualising and representing Reasoning, convincing and proving
Being curious Being resourceful Being resilient Being collaborative


It was raining and Tom, Vincent, Charlie and Edward had been playing a game with dice during break.

"You never get a six when you want one," grumbled Charlie, "I'm sure sixes come less than the other numbers!"

Image
You Never Get a Six

Miss Brown heard him.

"You can all try throwing dice and noting what you get," she said, "It fits in quite well with the work we are going to do next. Throw the dice and make a list of what you get. See if you get less sixes then."

"It's only when it matters if you get a six," grumbled Charlie.

Miss Brown thought for a moment.

"I'll give a Team Point to the one who gets the most sixes," she said, "Mind you, no cheating!"

"Wow!" exclaimed Vincent.

The boys worked in pairs and made lists of their throws. They all threw the dice the same number of times. Here is the list that Tom made for Edward's throws:

Image
You Never Get a Six

They decided to make each of the numbers on the dice a different colour when they recorded the work so they could compare them easily.

Here is the graph Edward made from his figures:

Image
You Never Get a Six



Here is Charlie's unfinished graph (he hasn't labelled anything yet):

Image
You Never Get a Six



Here is Tom's unfinished graph:

Image
You Never Get a Six



Here is Vincent's unfinished pie-chart:

Image
You Never Get a Six



Who won the Team Point for the most sixes?

How many $1$s, $2$s, $3$s, $4$s, $5$s and $6$s were thrown altogether?

What percentage (or: How many out of $100$) of the throws were sixes?