Experimental & Theoretical Probability

I have always had a hard time explaining Experimental and Theoretical Probability to my Grade 9 students. Yes, there are ways to do it where we talk about the weather forecast, or my favourite which is Roll up the Rim (thank you Tim Hortons), however I had really struggled for a way to get enough data to be able to show them that we have to do something an awful lot of times to get close to experiencing the Theoretical Probability that we calculate.

My saviour was Google Sheets and the ability to collaborate on the same sheet, and the fact that the graphs and charts update live. You can find a copy of the sheet that I created here (and there is even a lesson plan attached). You can see how I created it here.

We started by talking about what would happen if we rolled two dice and added the values. Students quickly identified that they would get values from 2 to 12 and explained that a 1 was impossible. We then discussed the probability of getting these values, to begin with the discussion was around the fact that they would be 1/11 for each event, but they soon realised that there were far more ways of making certain numbers than there were of others, this led to us creating this table on the whiteboard.


The outcomes and probability of each outcome

Once we had established the chances of each outcome, I sent the link to the sheet to the groups via Classroom, gave each group a Chromebook and 2 dice and told them to roll their dice 50 times and record the number of times they got each value in the table. It was interesting to see that one group decided to simply update their values in the spreadsheet everytime they rolled their dice, the others went with a tally chart.


The results after 50 rolls were not very close to our initial prediction, but the beauty of doing this collaboratively was that we were already at 300 rolls.


As you can see, this is a bit of a mess, there are all sorts of inconsistencies in our data, so I asked them to roll another 50 times, therefore we now had 600 rolls.


You can now see that we are far closer to our Theoretical Probability that we looked at in the introduction on the whiteboard.

As a reflection on the activity and to see what they had learned from doing the activity, I asked them to produce a FlipGrid video explaining the differences between Theoretical and Experimental Probability.

You can see the live nature of the students updating their values and inputting their data in this short video:




Ontario Summit 2018

I had the honour to present as a spotlight speaker at the EdTechTeam Ontario Summit at the Jacob Hespeler High School last weekend, this was my fourth year as a speaker at the Ontario Summit and it is one of my favourite events of the year. This year with close to 500 attendees, and a new location in Cambridge, ON, this summit was abuzz.


Plenty of inspiration was available to attendees throughout the weekend

A lot of work goes on in the background of a summit, but the event is never a hit without the attendees and it’s these people who always make giving up my weekend worthwhile. My favourite place to be during a summit is “Mission Control” or the “Launchpad”, this is where people have the opportunity to come and ask questions, or just learn more about a particular tool. A lot of the people who stop by the launchpad have been to a session on a particular topic, and want to learn more, but a few of the people stopping by have a challenge that they want to overcome. This year I saw people who wanted to use a Google sheet to issue badges, want to format forms responses in a particular way and these were just a couple of the challenges that I worked on.

My sessions at this summit were all new sessions which I hadn’t run previously and I had a blast delivering these. My sessions were:

  • Getting Started with Apps Script – this session allowed attendees to learn how to write basic apps script, and along the way, we even discovered that you can create a whole Google Forms quiz with feedback from an Apps Script a Project.
  • Advanced Google Sheets – this session was packed and we had a lot of fun playing with pivot tables, filters and conditional formatting.
  • Geekfest – we essentially geeeked our for an hour, this wasn’t the session I was planning on it being, but it turned into a great session of questions and answers
  • Awesome stuff with Data – this session looked at Awesome Tables and Googles new Data Studio


Learning about Google Photos with Jeff

Finally Jeff Humphries and I ran a Google Photos session at the request of a pre summit survey which was sent out. We had a packed room and people came with great questions and left with their photos being backed up and safe online.

With the keynote of Brian Hamm, the amazing Ignite Sessions and the closing of Jonathan So, people also had a great choice of inspiration too. I like that I could reflect on my experience of Google’s Innovator Academy with sprints and sparks, the sparks were provided by the sessions and the keynote presenters and the sprints were offered through the launchpad.

All I can say is that I hope that I’ll be back in Ontario for a 5th year next year.

The bonus to this weekend of learning was the spectacular sunset that I got to experience on the way home. So spectacular that I feel the need to share it with you.

Using Add-Ons in the Classroom

I’m a bit of a fan of using Google’s Add-ons in Docs, Sheets and Forms. In fact I pretty much rely on them for everything that I do. I’ve been asked a few times which my favourites are, so here goes:


Flubaroo allows you to grade Google Form submissions using a form submission as the correct answers. Flubaroo was made by a Googler, and you can find it as an add on in Sheets. 

I like Flubaroo because it saves a mountain of time. Teaching Math I ask students to complete their homework and then type in their numerical answer to the form. I ask them to round and then mark their answers using Flubaroo. If you use %or between your answers then you can have a list of multiple correct answers. You can also assess multiple choice answers (although Forms itself does a good job of this through the quizzes feature). I like that you can share the results back to the students with the correct answers included, and you get the choice between emailing the results, or sharing them in a Google Doc (this is great if you’re not using Gmail).


If I need to automate emailing someone on a form submission, then formMule is my go to tool. It’s easy to use, it always works and it will translate the message for you into another language. I’ve used this for workshop sign ups, contact forms, registration forms and even appointment scheduling and follow up.


I wrote this really basic add on to retrieve the edit URLs of submitted form responses. It works in Sheets.

Essentially this does one thing, it goes and fetches the form edit URL and puts it into a sheet next to the form submission. I use this for homework assignments to send the student the link to change their answers if they have been for help. It cleans up the sheet and avoids multiple submissions from the same person. It should be noted that if you have your form limited to one submission per person, the edit URL won’t work.

Copy Down

This simple add on copies the formula in a cell and pastes it in the cells below whenever a form is submitted.

This is really useful when you’re dealing with data that you need to manipulate that you’re collecting in a form. Let’s say you need to split the first and last name of a student, you just use an =split () and then each time it will get copied down and the cells get adjusted! Genius.

Doctopus & Goobric

If you assess using Google Classroom you’re going to want to look into this combo. Doctopus is a sheets add on and Goobric a Chrome Extension.

Simply put Doctopus allows you to retrieve assignments from Google Classroom, and Goobric let’s you then assess them using a Rubric. It makes Google Classroom marking far faster. This video from Jennie Mageira is a must watch.


This isn’t really an add on but it’s so freaking awesome that I have to mention it.

EquatIO is a product from Texthelp which allows users to input math via either text, voice or handwriting. It then converts this inputted math into ‘real’ look math formatted as you would write it on paper. You can edit equations and it will also do text to speech on equations.


I’ve also used apps script to develop custom solutions to simple problems such as the student progress tracker that I’ve previously written about.
Which tools do you use which you can’t survive without?

Why do I love Google for Education?

Most of you know that I’m a Google advocate. Most people know me as as a math teacher. What a lot of people don’t know is that I actually have a computer science degree and taught ICT (Information Communication Technology) for five years in the UK.

So what does this matter? Well… we taught office skills, write a letter, make a spreadsheet, use a database, (yes all important skills potentially for the workplace), and this was dull, it was dull as dull can be. We used Office, now don’t get me wrong, Office is great in the office, but it’s expensive (I know you can get it for free for edu), cumbersome, and not designed for Education.

A couple of years ago my district decided to go Google, I didn’t really know what this meant, but the computer science geek inside me wanted to find out more. As I found out more I realised how perfect GSuite is for education. Here are a few reasons why:

  • Everything saves all the time, and with revision history you can always go back – this is great because it means students don’t lose their work anywhere near as often.
  • You can access content anywhere, even if you don’t have an internet connection.
  • One account allows you to access all your services, but also allows you to log into some of my favourites like RemindGoFormativeEquatIOEdPuzzle, Scratch and more.
  • Classroom – I can’t say enough about classroom, it manages your entire document workflow with assignments. 
  • AppsScript – if what you want GSuite to do, it doesn’t do, you can find, or write an add on to do it. From finding edit URLs for form submissions, to document merges and automated emails.
  • Forms – in built quizzes and assessment features
  • Explore – allows students to carry out research from right within the core apps and cite their images properly.
  • Collaboration – everything is sharable, students can complete group work from home without needing to meet up.
  • Suggested edits and comments make peer editing and grading simple.

And it’s not just these things that make me love Google for Education. The training center, dedicated to teaching teachers how to use the tools to empower student learning, their certified Trainer program which shows that you have a solid understanding of the tools and the Innovator program, which showcases innovative educators. The surprising thing is that all of this costs $0. 

As #ISTE17 continues this week, one thing is also guaranteed, and that is there will be exciting new developments all focused on educators. These new features, products and programs will allow students to achieve more, teachers to adapt to the current education shift better and for parents to be reassured that their child is learning the vital digital literacy skills required for today’s workplace. 

Google for Education makes learning exciting, simple and empowers both students and teachers. 

∑quatIO Changing Math EdTech in GSuite

I’ve been a huge fan of g(Math) since its inception. Its creator John McGowan has been so responsive to my friend Emily Fitzpatrick and my constant nagging for features and functionality in the product. John contacted me in January excited about a new project that he (and TextHelp as they now own g(Math)) were working on called ∑quatIO. Obviously as a Math teacher and an EdTech obsessive, I wanted to get to try it out.

What is ∑quatIO? Well simply put it is a Chrome Extension which runs atop the Chrome browser. It allows you to create equations in both Google Docs & Google Forms, but the magic really happens when you use it with Forms. Let’s take a look:

First of all I created a form about Pythagoras. As soon as I viewed my form in view mode, the ∑quatIO symbol appeared next to the question prompting me to use it to fill in my answer.

EquatIO 1

We can see this in play here with the blue boxes.


Next I clicked the button and typed in the equation into the editor at the bottom of the screen. I got the editor to appear by clicking on the logo Icon.png in the Chrome toolbar.

EquatIO 2

Then clicking on the Insert Math button sends the equations into Google Forms as an equation!

EquatIO 3

The magic starts to happen when your equations become more complex like this one, using the Handwriting editor makes life so much easier, and you can correct mistakes by typing in the box on the right hand side.

EquatIO 4



EquatIO 5

Inserting the Math into the form makes it easier for students to see what they are entering and also makes it far more pleasant to look at than earlier solutions which were given in g(Math).

Finally as the teacher looking at the form submissions we can see that the equations carry all the way through into the form responses.

EquatIO 6

So this is a fairly simple example but ∑quatIO can actually do far more. Not only does it predict as you type. This is a load of gibberish, but you begin to see the power behind it:


All of these features are available in both Forms and Docs. The power of this in the math classroom is incredible. It has been difficult thus far to get students to enter math into Google Forms and into Docs due to the clunkyness of equation editors and the difficulty of using LaTeX (which is still available here). I hope to bring you some more blog posts on using ∑quatIO in the Math Class.

∑quatIO will launch on April 4th

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Mathematical Mindsets

As a Math teacher sometimes I find it hard to integrate technology into my classes. As a Google for Education Certified Trainer and Innovator, teachers in my building and my PLN turn to me for ideas as to how they can integrate technology into their classrooms. Recently I have been trying to do this more and more, and I have discovered a number of things:

  1. Integrating technology doesn’t have to mean that we’re using technology every class.
  2. It doesn’t require every student to have access to a device.
  3. Even in a school with few devices, it is not that hard to achieve.

Substitution of Tasks

So I’m guilty of a few SAMR no no’s… The first is digitising a task, I suppose that first S, I’m just taking a worksheet and making it so that it is now digital, or instead of handing in the sheet, they are now completing it using a Google Form. Now in a lot of subjects this would be a ‘big’ deal, but actually in Math it can be really useful. Look at this scenario:

Students are given a homework assignment where they have to work out the lateral area and the surface area of different shapes. Each shape has a question asking for the area of a face, the lateral area and the surface area. Students then submit their answers to each question via a form.

Once our results are in, we can assess these using a tool such as Flubaroo, this not only saves a lot of time looking at whether students questions are right or wrong, it also allows us to analyse particular questions, identifying the low scoring ones, find trends and address those trends in the next class. This has a number of advantages over paper:

  1. The amount of time required to correct them is vastly reduced
  2. Each question is broken down, both by student and by class, allowing you to see an overview
  3. The low scoring questions can be grouped or tagged, and we can send an additional assignment to those students to see if they now have the correct skills.

I’ve also been using Gradecam (who gave me a free year @ ISTE2016) and I thought that it would be something that I’d never use. I love it, not only can you get it to mark MC questions (which I’m not a fan of) you can use it to get marks into a sheet by just colouring the numbers on the sheet and scanning the sheets at the end.

Redesigning the Lesson

At Innovator Academy I got given a copy of the Hyperdoc handbook. I was inspired by it’s content and the way in which I could get students to use rich content whilst completing a task in Google Docs. I’ve used them for a variety of topics including proportions, Linear Equations and more. As I continued to explore the idea of Hyperdocs, and the simplicity of them, I came across GoFormative, which allows you to combine questions, text, videos, drawing canvases and images. Students can also inlcude math and diagrams as they work through the content, and explore external content through links. Classes can be imported from Classroom and assignments pushed out to classroom automatically.

The idea of getting students to work through classwork at their own rate is something which clearly has its advantages. There are plenty of other tools which can allow you to do this, but this has to be one of my favourites.

Exploring Ideas

Another thing which I’m trying to do more of is explore ideas in Math, making them more tangible. I think that it’s a lot easier to learn about a concept in Math when you’re not a strong student, if you can see it, feel it or picture it in your mind. That’s why recently when I’ve been doing a unit on Solids I’ve done two different activities with my students. The first was looking at the nets of a cube. We explored how many ways there were of designing a cubes net. To do this we used paper squares which we taped together.

Once we’d done this activity I asked them to produce a video about their findings. Some used Explain Everything, some used iMovie and another group asked if they could use Book Creator instead! It was interesting to see how they interpreted the task and the results were somewhat mixed.

The second activity that we did was exploring the surface area of a sphere using Clementines. I asked the students to draw around their clementines circumference five times, then to peel their clementine and to see how many circles the peel would fill. Most found that it was around 3.5 circles, which led to a whole new discussion on why it wasn’t 4 circles. I loved the fact that this required zero technology and that it was so easy to achieve with a simple piece of fruit, which most of them consumed afterwards. The most important thing is that they will always remember how to establish the surface area of a sphere, and undestand why the equation is what it is.

Discovering Patterns & Functions

Over the last week I’ve spent some time look at functions and patterns with my Grade 8 class. They’ve been struggling with the idea of creating a rule for a set of values. I’ve also been reading Jo Boaler‘s book Mathematical Mindsets, which made me think about trying an exploratory activity to introduce the concepts around functions.

I’ve looked at the NCTM’s Illuminations site a few times, and struggled to find anything which I could relate to the topic that I was currently teaching, but this time I came across an activity where students made different length trains using Cuisenaire Rods. Unfortunately in my school we didn’t have any rods, so I ended up using snap cubes which I created different length rods with.

Using the activity sheet provided on the website, students began to explore how many ways they can make each length train from length 1 to length 5. As they started to work a lot of them began by looking at the length 5 train which was a hard place to start. I encouraged them to look at the smaller lengths first.

As they began to explore, they discovered that there was a pattern to their work and some of them started to try to figure out the rule that went with the pattern, as I asked them to find how many ways there were to make 6, 10 and 32 length trains (they had quickly realised that working it out with the rods was impossible).

Almost all of the students realised that the values were doubling each time, and quickly wrote out every combination all the way up to 32. Once they had done this, they started thinking about the link between the length of the train and the number of ways to create a train of that length. Someone mentioned that 2 should be the base, and then another said that the pattern was 2 to the exponent of the length of the train.

img_20161019_134710They tested this theory but discovered that it was flawed, and this led to the realisation that if you divided the answer by 2 then you arrived at the correct answer. I hadn’t been expecting this to be the solution that they came up with. At this point I prompted them to think about which value they were actually finding and they came up with the fact that the exponent should be x-1. We wrote all of this onto a giant post-it sticky note  showing the rule and all of the steps. I also wrote on their solution to ensure that I’d treated them as sense makers. (if I’m honest they were more excited about the size of my post-it than they were about the fact they’d found the solution to the problem).

img_20161020_133330Next class I introduced them to Pascal’s triangle, using a sheet which I had created (you can use any template). I then asked them to write a table of how many ways there were of making a train of each length using 1 block, 2 blocks, 3 blocks, 4 blocks and 5 blocks. As they began to do this and fill out the tables by drawing their patterns, none of them actually realised what they had found, it was only as they began to count and fill in a numerical table that they slowly one by one realised that they had written out the first few rows of Pascal’s triangle. They then made the link to the fact that they now knew how many ways there were of making a train of each length using a certain number of blocks.

We had gone from not understanding rules to a situation where students could conceptually explain what was happening, and identify the patterns in what they were seeing and doing. The final work is now stuck on the classroom wall for them to look back at, and a number of other classes have looked at it and talked about it too.


Final work presented on the wall in my classroom




It’s only the beginning…

On the 5th October I was one of the luckiest people alive to be able to attend the Google Innovator Academy held at Google Canada’s Head Office in Toronto. The journey had begun 4 weeks earlier, when I received an email telling me that I had been accepted to the Innovator program. You can read more about my feelings to being accepted here.

Day 1

I met fellow innovator Jody Meacher at the airport as we were on the same flight and we headed off to Toronto!


Welcome to Google Canada

We were told to arrive for 4pm at the reception of the Google Office where we were met by our coaches (Sylvia Duckworth, Sandra Chow, Rafranz Davis, Jeffery Humphries, Afzal Shaikh and Donnie Piercey), the organisers (Becky Evans from the Google For Education Team, Michelle Armstrong, Wendy Gorton and Mark Wagner from EdTechTeam) and all of the new cohort of innovators.


My Name Badge

After being escorted upstairs (and being told what we can and cannot take photos of!) we were led into a room for the welcome and introductions. We formed our groups (we decided to be GSweet7) and met our coaches (our was Rafranz Davis). We also introduced our American friends to Canada by performing a dance for them


Then the fun began. We went off in our groups with our Breakout EDU boxes which we had been sent to us in the mail. We had to work out each others Breakout puzzle and then they told their story. It was a great way to get to know one another, and really broke the ice. We also took part in a larger Breakout Challenge in one of Google’s meeting rooms, which found us pulling the room apart to find clues. We failed… but again we got to work together!


After we had got to know one another it was time for dinner, and I got to meet someone who I have known for a few years online being a GEG Leader and a Google Education Trainer, Justin Lacap. Justin makes all the things happen in the background for the GEGs, Innovators and Education Trainers!

Day 2

Day 2 started with Breakfast and in typical Google style it was healthy and fresh! Once we were fed, and ready to go we were led into a room which can only be described as incredible. It had a stage, a full production suite and was totally awesome.

Once we had got seated in our teams, and listened to introductions from Becky, we were given a lightbulb challenge. Each team was given the task of building a lightbulb out of pencil lead, D batteries, a mason jar, a foil tray and alligator clips. Not only was this task a lot of fun, it was another great team building activity and allowed us to begin to communicate with one another, getting the creative juices flowing. The feeling of achievement once the lead lit up, was incredible and the whole task was a lot of fun.

img_20161006_095428Once the task was over, we were introduced to Liz Anderson the Head of Adoption for Google for Education. Liz’s story and her message were not only inspirational, but also made us feel like we were joining a larger family. Mark Wagner then followed telling us about previous innovators successes. People like my friend and colleague Tanya Avrith who rolled out a 1:1 chromebook program in my school board, and the incredible Les McBeth whom I have had the pleasure of working with at MapleSyrupEDU over the past 12 months. I was fortunate to spend time with a lot of members of MapleSyrupEDU over the three days I was at the Innovator Academy. Michelle Armstrong, Jeff Humphries, Sandra Chow, Marie Andree Ouimet, Sylvia Duckworth, Les McBeth and Charity Helman.

We were then introduced the idea of Sprints and Sparks. The rest of the two days were split into a series of activities, where we were either being inspired (sparks) or we were working on our project (sprints). The sprints were all based around Design Thinking and led by Les McBeth from Future Design School (She was also in the MTV 16′ Innovator Cohort), and we were walked through a range of activities from Crazy Eights to developing and prototyping our ideas.

It was during this process of developing our ideas that Larissa Aradj and I realised that our projects were almost identical, and we decided to combine our projects. This allowed us to focus on the rest of the time we had as a team rather than working on two separate projects.

In amongst our Sprints, we were given sparks, these included:

  • How to write your signature story by Rafranz Davis
  • Zooming out by Sandra Chow
  • Sketchnoting by Sylvia Duckworth
  • Learning to Juggle by Donnie Piercey
  • A Maker Activity with Little Bits by Afzal Shaikh
  • The Power of Google Maps by Aaron Brindle (Google Canada)
  • An update from the Google for Education Team

The end of Day 2 saw us eat dinner, and be treated to an experience of what it is like to work at Google by having massages, a tour of the offices, and caricatures. A group of us then headed up the CN Tower.

Day 3

Day 3 saw us follow Sprints & Sparks again throughout the day, learning more about Design Thinking and working on our Sprints. Before we wrapped up we took some time to share what our takeaways were from the academy, Wendy led us in celebrating our achievements and learning. Mine was design thinking. Once we had shared someone ran down the line, and we shared with the next person.


The day culminated in our Graduation.

After graduation we were asked to pick a mentor to work on our project with, as Larissa and I are working together we get two mentors! We then took a group photo and celebrated with champagne and sushi!


The future

So now we look forward, the inspiration from these 46 amazin people may be over, however, the inspiration inside is still burning, and with this we move forward with our projects and put our passion into changing the future of Education.

Larrisa and I will be working on an academy for students to learn skills to present their passions to teachers and students, to inspire others to use the skills which they have learned. We hope to empower a generation of students, and allow them to change their education.

Becoming an Innovator

This week I got the amazing, and exciting news that I had been accepted into the Google Innovator Academy in Toronto this October.


My friend Tanya Avrith said that “The Certified Innovator program is where the lone wolf meets their pack. It’s where the dreamers, the disrupters, the idealists meet with the intention of being the change”. Tanya became a Google Certified Teacher (now the Innovator program) in 2012. To me it’s more than this, it’s the opportunity to join a family, a  family which has been growing since 2005 when the Google Teacher Academy first began. Since then it has changed adapted and gained more people on it’s way. Now 11 years in a family has formed, they congregate at conferences, summits, workshops and online. A support network, a resource, a group of people cleverer and geekier than I am.

Then it struck me, I’m going to become one of these people, one of this elite group of people who can call themselves Certified Innovators, can I live up to this? Can I make my project become a reality? Then I though more, someone thought that my project was one of the best out of hundreds of applications which were received for the Innovator Academy, I thought it was good, but I seriously doubted that it was good enough. This means that I have a lot to live up to…

So just in case you haven’t yet grasped the scale of this, 2-3 times a year thousands of educators apply to be one of 20-40 people accepted to be a part of one of the most coveted and honored programs in Educational Technology… this is HUGE.

My project looks at how we can better use students as a professional development resource for teachers. I was also honored to be able to have Davis Carlson help out with my video, he is an incredible Grade 10 student from Calgary, Alberta who is already working with Teachers, providing training in his areas of expertise.

So now this incredible journey begins, and I have to live up to some of the people who have come before me, some of whom I have the honor to call my friends, too many to mention, but all incredible and amazing people.

I’ll keep blogging along the way, but for now I’m off to eat some more humble soup and stand in awe at the scale of what I still have to achieve.

Using Google Apps Script to Power a Student Review Checklist

So as the end of the year approaches, I’ve been wanting to power my year review with some hard data. I could look back at tests, and at activities that we’ve done in class, but more often than not I find that the students actually know themselves if they can do a topic. So this year I’ve combined Google Classroom with a little bit of Apps Script. My first step was to create a checklist, (I’m lucky in Quebec that all of our topics are already broken down into a table), so I put all these topics and skills into a Google Sheet and then used a validation drop down next to the skill (Data > Validation). You can see the end result of that here:


Once I had done this, my next step was wanting to share it with my students, so I did that in Google Classroom, and set it as an assignment which they need to complete. I also set Classroom to make a copy for each student, as this is important for the next step.

I made a copy of my template and then I wrote a little bit of apps script. This script will go and look in a folder in Drive which you tell it, and then return all of the files  in that folder with their ID, Name and the e-mail address of the owner. Here is the code:

function onOpen() {
 var ss = SpreadsheetApp.getActiveSpreadsheet();
 var findFilesInFolder = [ {name: "Find Files in Folder", functionName: "search"}];
 ss.addMenu("Find Files in Folder", findFilesInFolder);
 function search() {
 var ui = SpreadsheetApp.getUi();
 var response = ui.prompt('I need the Folder ID to Search', 'May I know the Folder ID?', ui.ButtonSet.OK);
 // Process the user's response.
 if (response.getSelectedButton() == ui.Button.OK) {
 var folderId = response.getResponseText();}
 else {
 Logger.log('The user clicked the close button in the dialog\'s title bar.');
 var ss = SpreadsheetApp.getActiveSpreadsheet();
 var sheet = ss.getActiveSheet();
 var id = folderId;
 var folder = DriveApp.getFolderById(id);
 var files = folder.getFiles()
 var output = [];
 while (files.hasNext()) {
 var file = files.next();
 var owner = file.getOwner().getEmail();
 var fileID = file.getId();
 var fileName = file.getName();
 sheet.getRange(2, 3, output.length, 3).setValues(output);

Once you’ve got this running then you will see a new menu item in your GoogleSheet ‘Find Files in Folder’


Clicking on that menu will prompt for a folder ID, you can choose the Folder ID of your assignment from Google Classroom by going to Google Drive > Classroom > Class > Assignment and then looking at the URL https://drive.google.com/drive/folders/0B_FV9bBxxxxxxxxxxxxxxx

We want to copy the bold part of the link, everything after folders/ to end end of the URL and then paste this in the prompt box.

You will now get all the files pasted into your sheet, I suggest you do this in a separate worksheet in your Google Sheet and then reference this information.

I used =transpose(range) to get my data in columns from rows

Then I used =importrange(ReferenceofFileID,RangeToImport) to import all the information from the students sheets. You can see the final file here: