Random Dice

Overview

Students build a Microbit program that simulates a physical dice using random numbers and a clear mapping from random outputs to the values 1–6. The lesson connects programming choices to the idea of opposite/zero meaning (what “0” represents) and absolute value/distance from zero when interpreting results.

Learning intentions

Students will be able to:

• Create a Microbit program that uses randomness to “roll” a dice.
• Map random values to outputs 1–6 so every roll is a valid die result.
• Explain what their program shows for 0 (if it appears) and how they prevent/interpret it.
• Check their program by running multiple trials and describing outcomes.

Success criteria

• I can write code that produces dice values from 1 to 6 on the Microbit display.
• I can justify how my random-number range becomes exactly 1–6.
• I can explain the meaning of 0 in the context of my display (why it should not be shown, or what it would mean if it did).
• I can test and confirm that rolls are within 1–6.

Curriculum links

• The Number System: use positive and negative numbers together to describe opposite directions/values and explain the meaning of 0 in each situation.
• The Number System: recognize opposite signs as locations on opposite sides of 0 and that the opposite of the opposite returns the original number (CCSS.MATH.CONTENT.6.NS.C.6a).
• The Number System: interpret absolute value of a rational number as distance from 0, and magnitude for real-world situations (CCSS.MATH.CONTENT.6.NS.C.7c).

Lesson structure (45 minutes)

1. 0–5 min · Hook (Digital dice challenge). Teacher shows a finished Microbit “dice” demo and asks: “Where does the randomness come from, and what numbers must never appear?” Students quickly share ideas with a partner.

2. 5–12 min · Mini-teach (Random range → dice range). Teacher models a typical mapping: “If my Microbit gives numbers in 0–5, I can add 1 to shift to 1–6,” and explains why that removes 0 from the dice results. Students write a quick note: “My plan to avoid/handle 0.”

3. 12–20 min · Guided build (First working dice). Teacher provides the starter blocks/project structure (or directs students to their class template) and circulates while students:

• Choose a random number block (teacher ensures they understand the start/end values).
• Add the needed adjustment so outputs are exactly 1–6.
• Configure “roll” behavior (e.g., press button A, tap, or shake).

4. 20–28 min · Debug lab (Correctness checks). Teacher frames a debugging rule: “Test the edges first—does your program ever show 0 or 7?” Students run at least 10 rolls, record any invalid output on a paper checklist, and fix code immediately.

5. 28–36 min · Math reasoning connection (0, signs, and distance). Teacher asks a structured question tied to number meanings:

• “If your program accidentally shows 0, what does 0 mean in your dice context?”
• “Would negative numbers ever make sense on a dice? Why not?”
• “If you take the absolute value of a result, what would it mean as ‘distance from 0’?” Students answer using complete sentences, connecting to how 0 represents “no value” on the dice display and why dice must be positive.

6. 36–43 min · Partner test + performance. Students swap devices (or swap roles) and each partner performs the same test: 20 rolls, verify all are 1–6, and confirm the roll trigger works consistently. Students add one improvement suggestion to their partner’s feedback sheet.

7. 43–45 min · Exit ticket (Quick evidence). Students submit a short response:

• “My random range starts at __ and ends at __.”
• “I mapped it to 1–6 by doing __.”
• “The value 0 means __ in my program (or why it never appears).”

Resources

• Microbit devices (1 per student if possible; otherwise pairs)
• Computers with Microbit programming environment (block-based preferred for beginners)
• Class starter template/project with dice display stub
• Student recording sheet for roll tests (10–20 trials)
• Optional: mini “mapping cards” showing examples (e.g., 0–5 then +1)
• Timer or visible countdown for testing rounds
• Display/feedback checklist: “Only 1,2,3,4,5,6 appear”

Assessment

• Formative: teacher observes students’ random mapping step and checks for correct range edges (0/7 issues).
• Formative: roll-test checklist during the 20–28 min debugging lab (students show evidence of only 1–6).
• Exit ticket: confirms students can explain the mapping and the meaning/handling of 0.

Differentiation

• Support: provide sentence starters for the math reasoning connection (“In my dice context, 0 would mean…” / “Negative numbers would not make sense because…”).
• Support: give a “range mapping” reference card with two common options (0–5 then +1; 1–6 directly).
• Extension for early finishers: ask students to add a second behavior (e.g., “button B shows the last roll” or “shake to roll again”) while maintaining 1–6 correctness.
• EAL/SEN: allow oral explanations or drawings for the 0/sign/distance question; accept approximate wording as long as meaning is clear.