ADDITIONAL MATHEMATICS SCHOOL-BASED
ASSESSMENT CSEC
Candidate Name Candidate Number
Olukemi Ogunde 1000511739
Dejza Hoilette 1000511194
Year of Examination: 2024-2025
School: Immaculate Conception High School
Centre Number: 100051
Teacher: Mr. Thompson
Subject: Additional Mathematics
1
TABLE OF CONTENTS
Title.................................................................................................................................................. 3
Purpose of Project............................................................................................................................ 4
Method of Data Collection...............................................................................................................5
Presentation of Data.........................................................................................................................6
Analysis of Data.............................................................................................................................10
Discussion of Findings...................................................................................................................11
Conclusion..................................................................................................................................... 12
2
TITLE
The probability of throwing doubles in a game of dice.
3
PURPOSE OF PROJECT
This document will summarize a project investigating game dice. The researchers will determine
the probability of throwing doubles and which ones were thrown the most or least.
Variables
Controlled Variables: The type of dice used
Manipulated Variable: The roll of the dice.
Responding Variable: The probability of throwing doubles.
4
METHOD OF DATA COLLECTION
1. The researchers gathered six students and each student rolled two dice 50 times.
2. The results of each throw were collected then recorded in a table.
3. The results were then further examined, specifically looking at the doubles thrown by each
person.
Limitation
A limitation could be a small chip on any of the dice, potentially affecting the experiment's
accuracy.
5
PRESENTATION OF DATA
Table Showing Collected Data
Students
Results Student 1 Student 2 Student 3 Student 4 Student 5 Student 6
Roll #1 6,5 5,2 4,3 6,3 5,4 1,1
Roll #2 4,3 5,4 6,1 2,1 2,3 5,1
Roll #3 5,2 6,6 3,6 3,3 5,4 5,2
Roll #4 1,1 2,1 4,4 2,5 1,4 1,1
Roll #5 6,6 4,3 3,5 3,1 1,4 3,2
Roll #6 5,1 5,2 3,1 4,4 6,2 4,2
Roll #7 4,3 2,2 6,3 4,2 1,5 4,4
Roll #8 6,5 2,5 6,2 4,2 1,6 6,1
Roll #9 4,6 1,4 4,3 3,2 5,5 6,4
Roll #10 3,5 5,5 5,5 4,3 6,5 6,1
Roll #11 4,3 4,5 6,3 5,3 6,3 3,1
Roll #12 2,1 3,1 2,1 6,3 2,2 4,4
Roll #13 5,1 1,5 5,1 3,2 2,3 5,1
Roll #14 6,3 4,3 5,2 6,5 2,5 3,2
Roll #15 2,5 3,3 6,1 4,3 5,4 4,3
Roll #16 6,1 3,4 6,1 3,1 5,4 5,5
Roll #17 5,2 4,6 4,3 4,3 1,6 6,6
Roll #18 5,5 2,4 2,4 5,4 6,5 4,1
Roll #19 1,1 5,6 4,4 6,6 1,5 6,2
Roll #20 2,2 6,3 3,1 6,6 3,3 3,1
Roll #21 6,2 4,5 4,5 2,4 6,3 5,4
Roll #22 5,5 4,3 4,1 5,2 1,3 6,1
6
Roll #23 2,1 6,4 2,5 3,4 4,4 4,1
Roll #24 3,6 6,2 3,5 1,1 5,3 3,2
Roll #25 4,1 3,3 5,1 2,2 4,5 3,3
Roll #26 3,4 6,6 3,2 4,1 5,2 5,2
Roll #27 5,2 6,6 6,4 3,2 2,3 6,3
Roll #28 3,3 6,4 6,3 3,2 3,5 6,3
Roll #29 2,1 6,2 4,4 6,3 6,6 6,2
Roll #30 3,5 3,3 2,1 4,3 3,3 6,1
Roll #31 5,5 6,5 4,5 2,3 4,5 5,1
Roll #32 5,6 5,1 2,3 6,2 4,2 5,1
Roll #33 3,2 6,3 3,4 3,3 2,5 4,4
Roll #34 3,6 6,2 1,1 1,1 6,4 6,4
Roll #35 2,5 5,1 4,2 4,2 1,4 3,2
Roll #36 2,6 1,4 2,3 4,5 2,4 3,2
Roll #37 3,5 1,4 5,1 5,2 1,2 6,6
Roll #38 1,1 2,5 5,4 5,2 5,1 4,1
Roll #39 4,3 3,6 4,1 5,4 4,6 4,1
Roll #40 4,3 5,2 6,2 3,2 1,1 3,1
Roll #41 1,4 5,4 4,4 3,3 3,5 5,2
Roll #42 1,5 2,4 3,5 6,5 4,4 4,2
Roll #43 5,4 3,1 5,1 6,4 3,5 4,2
Roll #44 2,5 3,4 5,3 4,4 1,3 5,1
Roll #45 2,5 5,3 3,2 6,4 1,3 3,2
Roll #46 5,6 5,5 6,5 3,1 6,5 5,3
Roll #47 4,6 4,2 5,1 6,2 1,4 5,1
Roll #48 2,4 5,2 2,2 3,4 3,5 6,2
7
Roll #49 2,4 6,5 2,1 4,2 3,3 5,1
Roll #50 5,2 3,3 6,6 5,1 2,6 6,2
Summary Table Showing Frequency of Doubles Thrown By Each Student
Students
Doubles #1 #2 #3 #4 #5 #6 Total
1,1 3 - 1 2 1 2 9
2,2 1 1 1 1 1 - 5
3,3 1 4 - 3 3 1 12
4,4 - - 4 2 2 3 11
5,5 3 2 1 - 1 1 8
6,6 1 3 1 2 1 2 10
Total 9 10 8 10 9 9
8
9
ANALYSIS OF DATA
● Calculation of the probability of getting doubles (in general) = the total number of
doubles thrown/ the total number of throws
11
(55÷300) = 60
or 18.33%
● The probability of getting each type of double:
9 3
Double one: 300
= 100 = 3%
5 1
Double two: 300 = 60 = 1.67%
12 1
Double three: 300 = 25 = 4%
11
Double four: 300 = 3.67%
8 2
Double five: 300 = 75 = 2.67%
10 1
Double six: 300 = 30 = 3.33%
● The probability of getting a double six given (Event A) a double one was previously
thrown (Event B):
1
𝑃(𝐴∩𝐵) 1
P(A/B)= 𝑃(𝐵)
= 1000
3 = 30
100
● The highest thrown doubles (Mode)
Double 3
10
DISCUSSION OF FINDINGS
Our findings show that the possibility of throwing doubles is very low, as it is less than a quarter
percent. The probability was calculated to be 18.33%, which is 11 out of 60. This means that
there was a very low probability of getting doubles based on the controlled and uncontrolled
variables involved in our experiment. Additionally, the probability of getting each double was
very close, ranging from 1.67% to 4%. The double with the highest probability was double three
with a probability of 4%. Doubles one, four, and six were in a close range with 3%, 3.67%, and
3.33%, respectively. The least thrown was double two, having a probability of 1.67%. However,
double five had a probability of 2.67%. Therefore, in a scenario of different people throwing the
same die, the likelihood of them getting a double is similar. The number of doubles thrown by
each student ranged from 8 to 10. With student #3 throwing the least number of doubles, 8, and
students #1, #5, and #6 throwing 9 doubles, while student #4 threw the highest number of
doubles, 10.
Recommendations
Increase the number of dice rolled to see if probabilities change.
Analyze how rolling methods affect outcomes.
11
CONCLUSION
In conclusion, this investigation into the probability of rolling dice has effectively demonstrated
the practical application of probability in real-world scenarios using experiments. By analyzing
the results, we determined that the probability of specific numbers and doubles being thrown is
entirely random. Though there may have been minor discrepancies due to uncontrollable errors,
the results became more accurate as the number of experiments increased. Furthermore, it
highlights the critical role of understanding probability and statistical concepts when making
well-informed decisions in mathematics and diverse real-world contexts
12