When dice land edge-up, we usually roll again. But what if we didn't...?

This article for teachers discusses examples of problems in which there is no obvious method but in which children can be encouraged to think deeply about the context and extend their ability to. . . .

A standard die has the numbers 1, 2 and 3 are opposite 6, 5 and 4 respectively so that opposite faces add to 7? If you make standard dice by writing 1, 2, 3, 4, 5, 6 on blank cubes you will find. . . .

In how many ways can you arrange three dice side by side on a surface so that the sum of the numbers on each of the four faces (top, bottom, front and back) is equal?

Can you beat Piggy in this simple dice game? Can you figure out Piggy's strategy, and is there a better one?

Three dice are placed in a row. Find a way to turn each one so that the three numbers on top of the dice total the same as the three numbers on the front of the dice. Can you find all the ways to. . . .

A tool for generating random integers.

Alison and Charlie are playing a game. Charlie wants to go first so Alison lets him. Was that such a good idea?

Four fair dice are marked differently on their six faces. Choose first ANY one of them. I can always choose another that will give me a better chance of winning. Investigate.

Explain why it is that when you throw two dice you are more likely to get a score of 9 than of 10. What about the case of 3 dice? Is a score of 9 more likely then a score of 10 with 3 dice?