Ancient Greek thinker Archimedes is credited with saying "Give me a lever and a place to stand and I can move the world" or something like that. What's your lever? Where do you stand? These are my attempts.

This week a few of my students have asked me to proofread their research papers for English. The papers have been a fun read; I have learned about several interesting topics. One thing that struck me, though, has been stale word choices. In one paper I found the word however four times in one paragraph. In the paper pictured above, the use of huge was, well, huge. After I read "huge" for the third time in seven lines, I decided to investigate how often huge was used. I clicked Command+F (on Mac; Ctrl+F on PC). When you access the "Find" command with this keyboard shortcut, a small pop-up window appears in the upper right and shows how many times a word was found. In this case, huge was used fourteen times. Next to the usage window are two arrow buttons. Click on these and each use of the word will show on the screen. This would be a great shortcut to show kids before they turn in the final version of their essays. During editing, Command/Ctrl +F could be used to check for commonly overused words. Once they are located, the arrow keys can be used to toggle between uses so that a different word can be substituted.

Unlike many chemistry teachers, I don't teach stoichiometry (the math of chemical reactions) all in one unit. I introduce the mole early in the year with atomic structure and cycle back to the mole concept in every unit I teach. Today I took my second pass at reaction math, incorporating what the students have learned about gas laws in our current unit. Some teachers will tell you that if you don't show students how to solve these problems, they won't be able to. I disagree with that and have a couple of years of differentiated lessons to back me up. When the bell rang, I asked all my students to stand up and come to one side of my classroom. Once they were there, I briefly explained the kind of problems we would solve. Then I described three approaches they could choose from:

Sit at a table with other people and talk about ways to solve the problems (or ignore everyone and forge ahead without conversation).

Sit at a table with an iPad loaded with a presentation that will model each type of problem and solve a subsequent one without the model.

Sit at a table with some manipulatives I made to help get from the start to the finish of the problems.

Then I gave them the opportunity to self-select. Most students ended up where I would have placed them! About half the students sat at the tables with the iPads. About a fourth of the students sat at a table with no resources except each other. The last fourth sat with the manipulatives. The conversations at all the tables were outstanding. At each center, students were having great conversations about why and how they should proceed to an answer. All these conversations would have been lost if I had been the only one modeling.

The manipulatives were just pieces of cardstock with conversion factors on them for each of the problems. They included conversions that students needed and conversions that they didn't need so they had to choose correct relationships to get from the start to the finish. As a new problem solver, it's challenging to look at a blank space and figure out which relationship will help solve the problem. The manipulatives took a little guess work out, but still required students to think through the problem and select the right ones. The cards were color-coded for three types of chemistry problems we attacked today. They seemed to genuinely help students see why they sometimes need molar mass but other times they don't. One student even asked if the manipulatives would be available next week on the quiz. Two takeaways really stick with me tonight:

Given a chance and the support to think and talk through problems, my students will successfully do this. The way they help and question each other is awesome.

When high school teachers say it's impossible to differentiate, I wonder how often they have tried it.

Today in my class, more students got what they needed. And I did, too, because I was able to wonder around and listen to their terrific progress and touch base and observe students who might struggle. I think all of us - my students and I - learned more today than on many other days this year.

A blog I am reading every week is Math Equals Love. Sarah Carter, math and chemistry teacher in Oklahoma, writes in exquisite detail about the things she is trying in her classroom. Every time I read it, I wish she had been one of my math teachers. Sarah loves, and often features, puzzle she is using in her classroom. I, too, love puzzles and that's probably one of the reasons I love her blog. One of the things I loved best about middle school math were those cheesy, punny puzzles when solving a math problem led to a letter that led to an answer to a question involving math. I recently had to miss three days in my classroom, right as my students needed to take a big quiz over stoichiometry (the math of chemical reactions, for non-chemistry teachers), so, inspired by Sarah and middle school math, I created a puzzle for them to do in my absence. The puzzle consists of 24 paper tiles that have a letter in the center. All the tiles also have an answer at the top of the tile. Some of the tiles have a stoichiometry problem at the bottom of the tile. Students, working in groups of 4, solve the problems and then look for the answer on the letter tiles. Finding the correct answer shows the letter that comes next in the sequence. Solving the whole puzzle correctly answers the question "What are chemistry students prone to when learning stoichiometry?" Answer: Overreactions. The puzzle is pictured below and you can make a copy of the file here if you'd like to use it. Please attribute it to me if you share it with others.

The reason I love a puzzle is because the kids can figure out the word(s) and that helps them check if they are solving the problems correctly. The puzzle provides the feedback that they need, especially when I am absent and cannot. I am particularly proud of THIS puzzle because I built in some ways that make it challenging. The four chemical reactions in the puzzle all involve lithium and water in one way or another. Finding the limiting reactant, then, is not as simple as just looking at what is in a particular reaction and finding that tile. The extra tiles (answers but no questions) are spoilers, common mistakes that students might make when solving these types of questions. One of my students emailed me right after class to ask about a problem that her group struggled with, so I made this video to try to help. Are you using puzzles in your classroom? I hope you'll share them and inspire others.

Are you seeing this pop-up on your Google Calendar? Have you noticed the blue Use New Calendar button in the upper right hand corner? This week I made a screencast to highlight some of the changes in calendar:

The new version of calendar has more white space, so it's easier on the eyes. The dates - the part that we are looking for on a calendar - are larger, more prominent. It has a fresh look.

When you look at events on the calendar, you can see how you have RSVP'ed.

Solid color event = I am attending!

Solid color event with diagonal lines = Maybe I am attending.

Outlined event = I have not responded to the invite.

Outlined and struck through text on event = I am not attending.

When you add an event or edit an event, you can see more information right away. Of course, you can still see date and time, but now you can also see location, guest list, what calendar the event is on, and if you are attending. You can also email the guests from the event pop-out! Click MORE OPTIONS to add attachments, a Google hangout, notifications, and more.

There is a drop down menu in the upper right to change the view of your calendar. Agenda view (one of my favorites, actually, for my classroom calendar) is now called Schedule.

Click the gear icon in the upper right to access Settings. Here you can change your general settings for Calendar or click on any calendars you are using to change their settings. You can also import and export data here and add calendars.

If you'd like to take a video tour, here is my screencast. Enjoy!

As is often the case at this time of year, the winter weather is breaking up my lessons. I introduced stoichiometry, or what I call reaction math, on December 13 but some snow days and semester exams put it on the shelf almost immediately. Now that we are back to school, I needed a way to help students review what they began almost one month ago. I am often inspired by the tweets and blogging of Sarah Carter. I haven't met Sarah, but I know she teaches math and chemistry in Oklahoma. I read her detailed blog posts where she generously shares many great ideas with great interest. Sarah has written about a favorite strategy called Add 'Em Up and her posts were the inspiration for this lesson. In Add 'Em Up, a sheet is created with four math problems. When the answers are added, they should equal a sum that is provided. If the answers do not equal the sum, students know they need to look for, and correct, their errors. With my teaching partner, I created an Add 'Em Up activity for stoichiometry with a few revisions. We created four sheets of four different math problems. Today we instructed the students to solve a problem on the sheet they had and then pass the sheet to the student on their left at their table and solve another until all four were solved.

Once the problems were all solved, students added the digit in the ones column of each answer to get their sum. We didn't tell the students at first that these digits would be 2, 0, 1, and 8 (because welcome back to school for 2018!), so the sum would be 11, but we eventually revealed the sum and the digits to streamline the process of finding the mistakes. Part of "welcome back to school for 2018" in my classroom is getting new seats and new groups. Today was the first day in new groups for my students, so I wanted to do an activity to help the students get to know each other and build some teamwork. This was perfect for that. Because the papers were passed from student to student, every student worked on every paper. When they got back to the original participant, each student had to evaluate each other's work and investigate errors. While they worked, they were incredibly collaborative despite the fact that they all had different problems. There were excellent conversations all day long in these new groups. They really worked together nicely to get to the correct sum on each paper. Things I heard students say to each other included:

Does that make sense?

I'm not sure about the coefficients. What do you think?

Can I use a whiteboard?

Someone please help me.

Is this the way you solved number 2?

Should we all just check one problem?

Can I use this problem as a model for this one?

I know Ms Roediger likes dimensional analysis but it makes more sense to me with ratios.

Oh, cool (when he saw the 2, 0, 1, 8).

I loved the strategy and am looking forward to trying it again sometime. If you'd like to take a look at the file, you can see it here. Make yourself a copy if you'd like to use or modify it. And check out Sarah's blog. It's amazing!

Every since I read this post by the amazing Sara Vanderwerf, I have been kicking around the idea of a game table. Honestly, when I first read it, I thought that math teachers are so lucky that there are so many cool math games you could put at a play table. Then I read this post from A Mighty Girl blog. There is a game mentioned called Compounded that caught by eye. So I searched for it on amazon; the search lead to a lot of chemistry games. It turns out that chemistry teachers are also lucky that there are cool games for a play table. One I recently bought is called Science Ninjas Valence. Science Ninjas Valence is a card game that plays quickly. Each player gets six cards from the shuffled deck. The rest of the deck goes face down and the top card is turned up. Players look at the element cards in their hands and try to make compounds - acids, bases, salts, water, carbon dioxide, etc. When you can make one, you discard your cards and pick up the compound card that you made. Each compound has a point value. The first player to ten points wins.

What I like about Valence:

The game plays fast. My eighth grade son and I played 4 games in 30 minutes on the day I got it.

It's good practice in adding up ionic charges to get a neutral compound.

There is chemistry involved, but if you don't know any chemistry, you can still successfully play (and will probably learn some chemistry). For example, If you don't know that a base is often composed of a metal, an oxygen, and a hydrogen, the base card is color-coded to emphasize that. After you play a while, knowing no chemistry, you will start to remember that an acid has a hydrogen and what a metal oxide is.

There is also some strategy involved. When you have to draw a card because you can't make a compound, you can choose from the deck or the discards, so the order that things are discarded is important.

The Science Ninjas who created Valence have also made a sequel game called Valence Plus. This one looks more complicated. And awesome. I'm putting it on my wish list! This semester I am going to start putting out some chemistry games. Valence is going to be the first one. Stay tuned for how it goes!

Yesterday g(Math), a popular add-on to Google apps for inserting math, was officially retired. This means it can no longer be downloaded and added on, and it doesn't appear in my list of add-ons any more. If you loved using g(Math), you will find much of what you used in the Chrome extension EquatIO which was developed from g(Math) by John McGowan with support from TextHelp. If you have never used g(Math), or EquatIO, read on for some details. Install EquatIO from the Chrome store. If you're a teacher, apply for a free premium account after you install it. You must be signed in to Chrome to use the extension. This is one drawback for teachers who teach in many rooms with shared computers, but I don't think it's a deal breaker. Once you install it, you will find its icon at the top of your browser window, to the right of the address bar. The premium account of EquatIO, free for teachers (thanks, TextHelp!), will allow you to add math to Google Docs, Slides, Sheets, Forms, and Drawings. The free version will only get you integration with Docs. Once inside a Google tool, click the EquatIO icon and a window pops up at the bottom of your screen.

From that pop-up window, you can type in the math you want, use LaTex to code the math you want, use handwriting recognition to write the math you want, or use speech input to record the math you want. Then click "insert math." It's that easy. Here is a quick video to show how the handwriting recognition works:

Here is a video to show how the speech input tool works. It's worth noting that EquatIO "listens" carefully to what you say and tries to only turn that math words into insertable math.

EquatIO also has a prediction feature for premium users. In this video I show a few things that are quickly predicted:

EquatIO also has a student response tool that I blogged about here. The retirement of g(Math) is really an evolution from add-on to Chrome extension, full of more possibilities and to be used in more ways.