Chessboards for Jack

“Mr. Lochel – we have a check to send to you. Please provide us an address.”

What a fantastic e-mail I received this past year. It combines two wonderful things – money, and people wanting to send money to me. But this money was coming from a very special place.

In 2017, a talented, driven group of students at my high school participated in the Moody’s Mega-Math Challenge. In this annual math modeling contest students are provided a prompt and 14 hours to develop a framework for a solution. The contest is now sponsored by MathWorks, and you can learn about the contest and resources for getting your students involved at the contest website. The team earned an honorable mention award for their solution – and a $1,000 prize to be split amongst the team members. Not a bad way to close out their math careers in our district, and on to bigger and better things!

The 2017 Math Challenge Team: Principal Dennis Williams with Quinn, Jack, Mathew, Jason and Dmity.

Jack enrolled at Dartmouth University in the fall of 2017. Like most students who move on to college, I had limited contact with Jack after he left high school. And similar to many of my colleagues here who were part of Jack’s life, I was gutted when I learned of his passing in 2019.

Fast-forward to last spring, when the nice folks at the Society for Industrial and Applied Mathematics informed me that 2 years after winning his prize for the modeling contest, Jack hadn’t cashed the prize check. After contacting his family, the funds were donated to the high school math club. A wonderful gesture, but math club really doesn’t require much funding….so what to do with found money? How best to honor Jack’s legacy at our school?


Red and Black week chess tournament. Jack is seated at the center table, in black.

I’m not sure what percentage of Jack’s down time at our high school was spent playing chess, or even how much time was spent playing chess when he was supposed to be working on something else, but it was a solid amount. But if you observed Jack playing chess you quickly realized the game was secondary. Having a conversation, thinking deeply, learning about someone new – these were the important residuals of a chess board.

I used the donated money to purchase as many nice-ish chess boards as possible and worked with our HS guidance department to generate a list of teachers Jack worked with during his time in our district. This past week I organized 8 boards including a note about Jack encouraging players to make a new friend and enjoy a conversation through chess. Four of Jack’s former teachers received chessboard gifts, and classrooms all the way down to 4th grade will have a new set to enjoy. I hope the wonderful culture of caring about others and getting to know someone new through chess which Jack embraced will live on through these boards.

Getting the boards ready for delivery.

I hope you find these resources helpful for learning more about Jack and helping individuals and families in your own community who struggle with mental illness.

Jack Duffy 5K Run

NAMI – Montgomery County PA

Liv Associates

Thanks Jack.

Statistics Technology

Adapting to Remote Learning – Egg Roulette

This is the first in what will likely be a series of posts about classroom moves which I have adapted for remote learning. I hope you enjoy them!

In my freshman-year Prob/Stat course, students experience a probability lesson featuring the game “Egg Roulette”, based on a bit from Jimmy Fallon’s Tonight Show. Here is a summary of the “live” lesson: This year, there were two considerations for how I would have students investigate the game: conducting the simulation and collecting the results.


The first class simulation involves two unsuspecting volunteers and my actual container of 12 “eggs” – filled with little fuzzballs. Click the link in the last paragraph to see a video of how it works. In the main simulation, students use decks of cards to play the game repeatedly. Give pairs of students 13 cards all of the same suit. Discard the ace. Then, the 10, jack, queen and king represent “raw” eggs. The other cards represent the “hard-boiled” eggs. In a remote environment I could have used a site like to draw cards, but I also saw an opportunity to build a simulation students could use to quickly analyze repeatedly. This Desmos link allows students to play the many times: Click the “rerandomize” button to generate repeated plays of the game. Online, we talked through a few of the simulations and I found the students quickly understood the format.

Jimmy Fallon Egg Roulette simulation on Desmos


I have used a number of methods for collecting class results over the year: sticky dots on a poster, Post-It Notes on a wall, digital data collection. Clearly this year we had to go digital, and the site came to the rescue. New this year, teachers have a “collaborative” option – this feature generates a class code from which students can submit their data to the class (thanks Josh Tabor and Luke Wilcox!). The results update in real time. Each student then pasted the class graph into OneNote and a discussion of Jimmy Fallon’s “meanness” – is he being nice to his guests by letting them draw first? – followed.

Results of our class simulation using stapplet

The rest of the lesson and discussion felt similar to previous years. I challenge small groups to find the probability of a player losing in round 3. This leads us to probability ideas of independence / dependence and the multiplication rule. The engagement remained high and the conversation was on par with previous years!

Statistics Technology

Let’s Explore the Activity Builder Space

Today our friends at Desmos released an update of their Activity Builder editor. You can head to now and explore the changes – edit a previous activity, create a new one OR copy screens from activities in the library of Desmos activities.

The first thing I noticed about the updated editor was the increased freedom in screen design. Previously, elements like Graph, Note and Input were limited in their placement and number. There is more freedom now to move elements around, order them as you like, and include more of them in a single screen.

Immediately I wanted to explore this new freedom and think about intentionality in my design process for an activity I wrote and used in my AP Stats class this spring – Is My Die Fair. In this activity students “roll” both a virtual hand-made die and a virtual real die. The activity allows students to discover the chi-squared statistic as a reasonable measure of variability in a categorical distribution. Here are two ways I changed this activity with the new editor, with the intent that students will be able to follow the narrative with less arrowing through the activity.


Screen 2: students roll the hand-made die 60 times

Screen 3: results are copied from screen 2 and students make observations.


Students roll the die AND make a conjecture on the same screen.

Another place I was able to leverage the new block placement freedom occurred later when students begin to think about the computation of the chi-squared statistic.


Screen 8: the new statistic is explained, and students complete a table for the homemade die only.

Screen 9: a summary statistic is shown, and students now complete the table for the real die.

Screen 10: both summary statistics are shown and students make a final conjecture about the dice.


Screen 7: the new statistic is explained, and students complete tables for both types of dice on the same screen.

Screen 8: both summary statistics are shown and students make a final conjecture about the dice.

Share your ideas for altering your previous activities to leverage the new design freedoms. Below, you can test-drive both activities and see how I altered them. Your ideas are always appreciated…now get building!

“Is My Die Fair” – original version –

“Is My Die Fair” – version 2 –