Here's one way of how you can use a simple six-sided dice to graph data on a line plot.

Do they mean the same?

Can they be used interchangeably?

To answer the above, well - both terms refer to the same object - the difference lies in the plurality.

'Die' is the singular term - it refers to

**one**.

'Dice' on the other hand, as per modern standard English, could be used to refer to the singular

**and**the plural. It refers to

**one**or

**more than one**.

So which term do I prefer?

'Dice' of course - for one thing it doesn't have the negative connotation associated with the synonym 'die' - as in 'kicking the bucket' and for another it supersedes in versatility as it can represent

**both**the singular and plural.

Now coming back to the line plot activity that dictates the rolling of a dice (singular form - one die), all your students need is one six-sided dice, a task card outlining the task, a line plot template and a response sheet.

The objective is to roll the dice 15 times and record the outcome of each roll on a line plot graph using the 'X' symbol.

Then comes the task of interpreting the data collected on the line plot graph.

How many times did a particular number appear when the dice was rolled?

Which was the most rolled number and the least rolled number?

These kind of constructive questions help a student reflect on the data plotted on the line plot graph.

Needless to say, it also connects to real-life data and makes the abstract more concrete.

Put this activity at a center and your students are all ready to have some hands-on fun.

Storage is all taken care of too - simply place the templates in a file folder and glue on the attractive cover to entice. Here is a choice of two.

Remember to also insert the task card outlining the task and sample completed templates so your students have a better idea of how the completed task looks like.

Other than a dice manipulative to record data on a line plot graph, your students can also use coins, candy (M&M's), spinners, visual cards to name a few.

This line plot uses a fraction cube that students can roll, akin to rolling a dice.

And this line plot uses a spinner that students can spin to win a make-believe prize.

This bundle below has 13 such center activities - all deal with plotting and interpreting line plots using hands-on data.

If you've made it all the way to the end of this post - thank you and here's a link to the free templates required for creating and interpreting a line plot graph using a dice mentioned in this post.

To sign off, if you're like me and sometimes have a moment of when to use 'die' or 'dice' - I like to recall this simple analogy - namely, that we humans only live this beautiful life once and this notion is synonymous with the math manipulative 'die' - in that it also interestingly denotes - one.

Happy teaching!

Until next time...

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