Welcome to the Activate Learning® Support

We’re here to help you. Below are answers to common questions.
If you have any further inquiries please contact us.


Why can't some of my students log in?

If your roster has already been uploaded, students may have trouble logging in if they are not using the correct URL. Make sure that they are going to your district-specific URL. It was provided during your setup process and will look something like this: “https://yourdistrict.iqwst.com"

How do I recover my password?

To Reset your password, please contact support@activatelearning.com

How do I move students around to different classes?

Sign in to IQWST IDE and from the first screen, choose the Admin button on the bottom right. This will take you to the Admin Dashboard

On the Admin Dashboard, find your student's current class in the list and click the Manage Students icon on the right.

Find the student in the list and click Edit on the right side. you will see a form with the student ID, name, etc.

Find the School field and select the correct school.

Find the Class field and select the correct class. This will move the student from their current class to this new class.

To verify the change has been made, click on Manage Class from the menu at the top, select the target class, and check that the student has been moved to this class.

If you have any difficulty, please e-mail to support@activatelearning.com.

How do I provide access to a support teacher in my classroom?

Only District Managers can create new teachers.

To manually add a single teacher to the district:

  1. On the Manage District page, choose Manage Teachers. This will open list of teachers in the district.
  2. Click Create Teacher and enter the correct info for all fields. If the teacher already exists in the district, skip this step.
  3. Go to the Manage District page and choose Manage Teachers.
  4. Find the teacher in the list and click Manage Class on the right side.
  5. Select the desired School and Class, then click Add.
  6. The classes that this teacher is included in are listed on the right side under Classes.

To create teachers from a roster, please see the FAQ topic about upload a district roster.

If you have any difficulty, please e-mail to support@activatelearning.com.

Do you have a VPAT 2.0 Accessibility Conformance Report for IQWST IDE?

To obtain a VPAT 2.0 Accessibility Conformance Report please click here.

What are system requirements?

To view the minimum system requirements click here.

Pedagogy / Conceptua Math

How do I use Journal Prompts?

Video: How to Use Journal Prompts

The Conceptua Math Lesson Closer is an online screen with a carefully selected closing problem. This activity closes the lesson by summarizing important concepts or skills presented in the Guided Lesson. During the Closer, students actively summarize their learning, which supports student retention and understanding of material while also providing a method for the teacher to check for understanding or address misconceptions.

The final screen of the closer contains a Journal Prompt that is correlated to the closer problem. The Journal Prompt provides an individual check for understanding.

How do I use the Adaptive Teaching prompts when a student doesn't pass a skills check?

Video: How to Do Adaptive Teaching

Adaptive teaching draws upon the teacher’s insightfulness and judgment. Each one-minute visit begins when a student raises their hand after failing a skills check. The formative assessment screen allows the teacher to easily view the student’s actual answers (see graphic) and gain a window into the student’s thought process. The teacher has an opportunity to engage the student in a discussion to identify what is impeding the student’s success and prescribe the appropriate remediation lesson.

The Adaptive Teaching Screen
For each and every lesson, Conceptua Math provides three remediation options, on the spot:

The “More” lesson gives the student another try with different examples.
The “Remedial” lesson covers the same content but with more visual and verbal support.
The “Preskill” lesson is appropriate if the student has a misconception and needs to revisit prior content before returning to try this lesson again.

By choosing from these three different remediation options, teachers are able to differentiate and personalize with ease.

How do I use the Adaptive Teaching prompts when a student doesn't pass a skills check?


Is there a Printable Order Form?

Yes, please download and print here.

If you would like to place an online order, visit our webstore at  https://www.activatelearningstore.com/ 

How do I obtain a quote?

Our customer service department can provide you with a quote within 24 hours. To request a quote, please contact us at csr@activatelearning.com or call 888.698.8463.

How do I obtain Instructor's Materials?

Proper documentation must be supplied to purchase teacher’s materials. These materials will not be shipped to a non-recognized educational institution. An online license for a Teacher’s Edition is available at no charge with the purchase of 32 or more student texts. The license is good for 6 years. Hardcopy editions are available for purchase.

Is there a shipping and handling fee?

All orders are subject to a 12% shipping and handling charge depending upon order classification. State and local taxes will be added where they apply. If you use your shipping carrier, a handling charge will still be applied. Prices are slightly higher in Canada. To ensure prompt delivery of your order, we suggest that you place orders as early as possible. Please be advised that kit orders may take up to 4–6 weeks to process. It is suggested that you request rush shipment ONLY when essential. Rush shipments are subject to an additional shipping charge. The company reserves the right to institute a finance charge within legal guidelines for any or all product lines. Please Note: Additional shipping costs are applied for Alaska, Hawaii, and international orders.

If you choose to use your own carrier there will be a 6% handling fee.

What is the return policy?

  • Please check your order before affixing school stamps to materials. STAMPED OR MARKED BOOKS CANNOT BE RETURNED FOR CREDIT.
  • No returns will be accepted for custom books. Merchandise may not be returned without prior authorization.
  • All items returned must be in resalable condition. To request a return, please contact our Customer Service Department at csr@activatelearning.com or call 888.698.8463. Please have your purchase order number available. We will accept returns for books within 60 days of purchase and book returns will be subject to a 20% restocking fee. Return of kit materials will be accepted within 10 days of purchase and is subject to a 30% restocking fee. All returns will be at the customer’s shipping expense. Return authorization numbers should be referenced on all packages and include a copy of the original invoice. A credit for the approved items returned will be processed, less the restocking fee. Note: Kit orders only can be modified or canceled within 10 days of the confirmation of your order.
  • Damaged Merchandise: Please notify us immediately of any items damaged in transit or any other discrepancies by calling Customer Service at 888.698.8463. All claims for damages and/or shortages must be made within 30 days after receipt of merchandise. If materials have been received with a binding defect, the customer must provide a representative book as an example of the defective binding. When these books are returned and verified by us to be defective, they will be replaced on an equitable depreciation scale reflecting the elapsed time from the original purchase of the book(s) to the date of return.

How do I obtain pricing information?

To get pricing click the following link: Store

How do a make a claim for damaged or missing items?

In connection with your purchase and receipt of Products and Materials from SASC, LLC, DBA Activate Learning (“Activate”), Activates’ policy is the following.

  • Visible
    1. When you receive a shipment, immediately inspect the shipment for visible damage and visible shortages.
      1. An example of visible damage is a kit box that is crushed or opened.
      2. An example of visible shortage is kit box 2 of 3 is missing.
      3. Count all boxes and compare that to what is stated on the Bill of Lading or other shipment documentation.
      4. If you identify any damage or shortage, immediately note such on the shipment documentation, take a picture of the damage/shortage and notify Activate.
  • Concealed
    1. Within thirty (30) days of your shipment receipt, open all boxes and inspect and count the components to ensure that all Products and Materials identified on the order are included and are undamaged.
      1. To the extent your inspection identifies any shortages or damage, please take a picture of the damage/shortage and notify Activate.
  • General
    1. All notifications to Activate under this Claims Policy should be emailed to support@activatelearning.com. Please state “Claims Policy” in the subject and include the order number/PO number and tracking number along with other details regarding the damage and/or shortage.
    2. Activate is not liable for visible damages and shortages that are not promptly reported upon delivery receipt.
    3. Activate is not liable for concealed damages and/or shortages that are claimed (i) more than thirty days after delivery receipt or (ii) after the Products or Materials are moved to a location other than your receiving area.

What if I cannot locate my coupon?

No worries at all.  We keep track of all coupon purchases and redemptions for you.  Simply send us an email at support@activatelearning.com and we will assist you with all coupon redemption requests.



Do IQWST units need to be taught in the recommended sequence?

IQWST is unique as the only curriculum that fully operationalizes the research-based vision of A Framework for K-12 Science Education (2012) and the NGSS by building students’ experiences with and understanding of crosscutting concepts, science and engineering practices, and science content over time. The preferred sequence is not recommended because developers wrote the curriculum that way, but developers wrote IQWST in a particular sequence because research shows that it is the optimum way to support student learning.

The Framework calls for a significant shift in how science is taught not only within a grade, but also across grades and grade bands. This shift was motivated by “a growing national consensus around the need for greater coherence—that is, a sense of unity—in K-12 science education” (NRC, p. 10), as well as a significant body of research on how people learn and how students learn science, in particular. That is, the learning of both science content and scientific practices should build over time in increasingly complex and connected ways. IQWST carefully scaffolds student engagement with scientific practices and their learning of science content over time. Ideas about the particle nature of matter and the concept of energy, first explored first in 6th grade, then become the prior knowledge of each unit that follows in 6th grade, are are leveraged in 7th and 8th grades as students continue to deepen their understanding as they apply “what they know so far” to new contexts. Simultaneously, the 6th grade units introduce students to the practice of modeling and to metamodeling knowledge, to explaining and arguing from evidence, to designing investigations, to analyzing and interpreting data, and to systems thinking (a crucial Crosscutting Concept). They apply their understanding of crosscutting concepts across disciplines and perform increasingly rigorous aspects of the practices, such as expanding the reasoning used in their scientific explanations to include rebuttals. This inter-unit coherence across units in a grade level, and across grades 6-8, reflects the vision of the Framework and the NGSS. Research also suggests that it enables students “to develop a broader and deeper understanding of crosscutting concepts, by providing repeated, coordinated exposure to these concepts over years rather than weeks” (Fortus, Sutherland, Krajcik & Reiser, 2015, p. 1422).

For these reasons, we strongly recommend the suggested sequence. We can recommend alternative sequences that still ensure that key units are taught before others. However, many schools successfully use IQWST in a sequence adapted to their district standards. Even when units are not taught in the recommended sequence, student achievement soars because of the pedagogies and practices of IQWST, the strong literacy component (reading, writing, and oral discourse), and the experiences students have as young scientists that enable them to engage with and apply science content and scientific practices to new contexts and to science in their everyday worlds.

How is Equity and Diversity represented in IQWST?

The vision forged in the equity and diversity chapter in the Framework shaped the core of IQWST’s development to “grow out of lived experiences” (NRC, p.284). Students’ funds of knowledge–their interests, language, identity, and prior knowledge–should be leveraged as the entry point into science and science learning in order to fluidly move between “everyday” and scientific ways to think about, talk about, and understand the world around us. This crucial principle guided the development of the Driving Question Board (DQB) in each IQWST unit. Along with discussion, the DQB is the tool by which teachers leverage students’ funds of knowledge around a complex and puzzling phenomenon. Students ask questions about the phenomenon – questions that reflect their interests and identity and are given a voice and a public stage through using the DQB. For instance, in the context of a weather phenomenon-based unit, one emerging bilingual student asked, “Why did air pullution only happens at China?” The DQB provided this student the opportunity to share his unique experiences in an area of the world where people go indoors for fresh air, rather than outdoors as many of his peers indicated is common cultural practice in the US. By sharing this question and experience aloud, this student is able to practice discipline-specific language while also constructing his identity as a science “knower.” Of course, the “need to know more” based on unanswered or partially answered questions motivates student engagement with the practices in order to figure out answers to their questions. When the curriculum doesn’t directly answer certain questions, these become opportunities for differentiation – for students to investigate or research. Moreover, the DQB and accompanying discussion is the primary tool for teachers to attend and respond to students’ funds of knowledge and keep their interests driving (and sustaining) their investigations in science.

Getting Started / Conceptua Math

Adaptive Teaching with Conceptua Math

Adaptive Teaching uses a combination of computer technology and teacher attention to provide the best possible differentiation for students. When the student fails a daily Skills Check, they see the Adaptive Teaching screen. From here, they can:

  • Do another, similar lesson
  • Practice with more support
  • Work on a preskill


To learn how the system works, and what the data tells us:

Assigning Conceptua Math to Your Students

With Conceptua Math, teachers assign work to their students. We encourage you to assign Topics. Each Topic consists of 3, 4, or 5 lessons. Assigning a Topic ensures that your students will have an in-depth, coherent experience where they will learn in a profound way over the course of a few days.

Follow these steps to learn how to assign a Topic:

Step 1 – Watch this 2 minute video on the Curriculum Library. It will help you to see the content that you will assign. Curriculum Library video

Step 2 – Watch this 1 ½  minute video on Assigning a Topic.  Assigning a Topic video

For more information, visit PD On Demand.

Closers and Journal Prompts

Use the Closer every time you teach a Lesson to:

  • Check for understanding
  • Make connections
  • Collect an exit ticket that provides valuable formative assessment data

This short, in-class video will demonstrate a Closer in action and show students completing Journal Prompts as their exit tickets.

For in-depth information on Closers, visit this Closers Page in PD on Demand.

Fact Fluency

Our Fact Fluency program is available to students every time they login. Students get the benefit of:

  • Focused, 10-minute practice with multiplication and division facts
  • Computer-adaptive, fully-personalized learning
  • Visual tools are presented when needed

We have two videos to share with you:

Guided Lessons: Building Cognition

Students use Guided Lessons most every time they login to Conceptua Math. Guided Lessons follow a Concrete – Representational – Abstract sequence to build strong number sense and procedural fluency. They often employ a combination of visual models and theme-based story problems. Each culminates in a Skills Check that offers an opportunity for Adaptive Teaching.

Learn more:

There is extensive information in the Guided Lesson Section in PD On Demand

On-The-Spot Differentiation

Conceptua Math offers instant, in-lesson methods to:

  • Help a gifted student advance more quickly
  • Provide support for struggling students
  • Maximize the learning experience for English Language Learners and students with special needs

Learn more:

Openers: Daily Math Discourse

Openers are a unique aspect of Conceptua Math. Every Lesson Sequence starts with 5 – 15 minutes of carefully-planned class discourse.

For an overview of Openers, visit this Openers Overview page. Be sure to scroll down the page to see a number of in-class videos. This particular video stands out. Watch for the interaction between two girls that begins at the 20 second mark!

To learn how to use Openers to address the Standards for Mathematical Practice, visit this Openers How-To-Use Page.

Real World Investigations

Every Conceptua Math Unit includes a  Real World Investigation. These rich tasks are designed for off-line group work. Each consist of 3 parts, requiring a more in-depth application of learning as students move from analysis of provided data to integration of their own data from the real world.

Plan to use the Real World Investigation at the end of each topic. In fact, that is exactly where you will find it located, as seen in this picture.


Learn more by visiting this page on our website:  
Real World Investigations

Student Data

Conceptua Math presents a number of student data reports:

  • A data dashboard for an instant progress snapshot
  • Fact Fluency progress for every student
  • Lesson-by-lesson, in-depth data for every student
  • Individual student data including time-on-task and detailed performance

Learn more:

The Conceptua Student App

When students log into Conceptua Math, they can:

  • See their progress
  • Start working on an assignment
  • Use Conceptua Math tools
  • Use the Fact Fluency program

Watch this 1 minute  What the Student Sees Upon Login Video

Class Management / Conceptua Math

How do I add a student to my class?

  • Sign in to the Teacher Dashboard using the Teacher Sign In link
  • Click the Class Management button
  • Click on My Classes, and select your class
  • Click the Class Enrollment button
  • You can enroll students from the “Available" list on left.

How do I remove a student from my class?

  • Sign in to the Teacher Dashboard using the Teacher Sign In link
  • Click the Class Management button
  • Click on My Classes, and select your class
  • Click the Class Enrollment button
  • You can enroll students from the “Enrolled" list on the right.

Whole Class Mode

Not enough devices for your students?

We have created a new mode for operating Conceptua Math in classrooms with a low student to device ratio. With our new “Whole Class Mode,” your students will experience all of the following benefits:

  • Visual learning using dynamic on-screen manipulatives
  • Lively classroom discourse
  • Personal data tracking to monitor skills development

Here’s how it works:

  1. Enable the Skip to Skills Check feature for your class using the “Properties" button after selecting your classroom from the Class Management tab on your Teacher Dashboard.
  2. You, the teacher, lead the students in their daily Opener.
  3. Continue leading the class through the Guided Lesson. Students can come up to the screen in the front of the room, work in pairs or groups at the desks, and will stay engaged through the 12 – 20 minute session.
  4. Students complete their personal Skills Check for about 5 minutes each using the devices you have available (we recommend at least 4 per class). This will take approximately 30 minutes for a class of 24 students using 4 devices, and can also serve as a station during your regular math period or any other classroom activity.
  5. After logging onto a device, students may Skip directly to their Skills Check by clicking on the Gear icon in the lower right corner of their screen and clicking “Skip to Skills Check".
  6. Lead the students in the daily Closer, and have them complete their Exit Tickets.

To learn more about how it works, please see our video – Whole Class Mode

Student Progress / Conceptua Math

How can I review a student’s Skills Check answers from my dashboard?

  • Sign in to the Teacher Dashboard using the Teacher Sign In link
  • Click the Class Dashboard button
  • Select the desired class from the dropdown menu
  • Click the Class Data button
  • Click on student name
  • In the Progress Details dialog, select the desired lesson
  • Click the Review button

How do I assign a student to an Individual Track?

The individual track is for students who require assignments that are contained in a different Unit than the one assigned to the class. Unlike a class assignment, the individual track is a way to assign an entire Unit. It does not require the teacher to assign each topic separately. Students in an individual track should receive a lesson opener and support as they work independently within lessons.

To assign a student:

  • Sign in to the Teacher Dashboard using the Teacher Sign In link
  • Click the Class Dashboard button
  • Select the desired class from the dropdown menu
  • Click the Class Data button
  • Click on the name of the student who will require an individual track
  • In the Progress Details dialog, click on the Individual Track… button
  • Select the Grade Level or Domain in the drop down menu
  • Click on the Unit, then Topic, then Lesson where the student is to begin the individual track
  • Click OK and then OK
  • Note in the Progress view of Class Data that the squares for that particular student and unit will be shaded yellow indicating that the entire Unit has been assigned

How do I move a student past a lesson?

  • Sign in to the Teacher Dashboard using the Teacher Sign In link
  • Click the Class Dashboard button
  • Select the desired class from the dropdown menu
  • Click the Class Data button
  • Click on the name of the student who will be moved
  • In the Progress Details dialog, click on the Class Assignment… button
  • Select the lesson in the instructional sequence that follows the failed lesson
  • Click OK and then OK
  • The black dot appears in the box for any lesson the student did not pass and indicates that the student was manually moved to the next lesson in the instructional sequence.

You may choose to move a student past a lesson in which the student has had a number of failures. For example, the student may have failed the standard lesson and failed either one or both pre-skills. You may decide that a particular skill can be remediated at a later date or simultaneously as a student moves along with the rest of the class. Note that moving a student past a skill does not ensure that the skill will be mastered in later lessons. This action can also be done from the student’s “Adaptive Teaching” screen at the end of a Guided Lesson.

How do I see student data on my dashboard?

  • Sign in to the Teacher Dashboard using the Teacher Sign In link
  • Click the Class Dashboard button
  • Select the desired class from the dropdown menu
  • Click Class Data. [Note that the Unit for the last assigned topic is shown in the dropdown above the grid. Change the drop down selection to see progress in any unit that has been assigned.

I can't see all of the students in my class. The last students listed are not showing up. Why?

  • Sign in to the Teacher Dashboard using the Teacher Sign In link
  • Click the Class Dashboard button
  • Select the desired class from the dropdown menu
  • Click the Class Data button

Ctrl and + to zoom in and Ctrl and – to zoom out (Mac: Cmd and + to zoom in and Cmd and – to zoom out). [Note: There may be other browser specific or computer specific causes for this. These need to be addressed individually by the IT department of the district or school.]