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Frequently Asked Questions

We currently support grades 6 through 12, including Calculus.

Teachers on the INTEGRAL tier have the ability to print assignments and assessments to PDF for accessibility and classroom use. Printable answer keys are accessible for each problem set. Additionally, teachers have the option of adding a QR code that links back to full online solutions.

Teachers on the INTEGRAL tier have the ability to assign and collect student notes. Images may be uploaded directly from a student’s computer or submitted from a phone using a QR code displayed on their screen.

Yes. Every teacher account has access to all grade levels.

Our premium licenses (PLUS/INTEGRAL) offer alignment to standards for all 50 US states, DC, and (forthcoming) Canada. Performance reports against standards are available with an INTEGRAL school or district license.

No. With a DeltaMath Teacher account, you can create unlimited assignments. With DeltaMath PLUS or INTEGRAL, you can also assign videos, create tests, select specific problem sub-types, and/or create your own problem.

Teachers can see every problem students have attempted or seen, including student answers. Timestamps detail when students were solving, their last actions, and the amount of time spent on each problem. Teachers can also view and export aggregate student completion grades. With DeltaMath PLUS or INTEGRAL, teachers can see when students started a timed test or assignment, how long students worked on that test or assignment, and also track if students watched help videos.

We offer integrations in our INTEGRAL tier, both for teacher accounts and for site licenses. INTEGRAL teacher accounts offer Canvas or Schoology integration, and INTEGRAL site licenses offer Canvas, Schoology, ClassLink, and Clever integrations.

Yes. Teachers can share tests and assignments via the Copy Assignments feature under the Tools menu. Admins using an INTEGRAL site license will also have the ability to push assessments for diagnostic purposes.

Contact your teacher. They should have the ability to see your email login and/or reset your password. If that doesn't work, they can reach out to us for next steps.

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Frequently Asked Questions

Initial implementation.

Q.  How do I begin to learn about Delta Math?

1.   Preview the following resources on the " Get to know Delta Math " support page:

• The " Implementation Video " highlights how Delta Math can be used to screen an entire grade level, identify students for flexible groups and provide tier 2 intervention for up to 8 sessions per readiness standard. 
• The " Testimonial Video " highlights a few administrators and teachers experiences of using Delta Math to set up systems of support within their schools. 
• The " Grade Level Readiness and Tier 3 Standards " include the readiness standards and Tier 3 standards used  to identify students for Tier 2 and Tier 3 intervention.

2.   Submit follow-up questions on the “ Contact Us ” page using the form “ Inquire About the Delta Math RtI Program ”. 

Q.  How do I begin the process to implement Delta Math?

Complete the online form, Register to Implement Delta Math . 

To increase the potential for a smooth initial implementation, please notify your technology representative that the Ottawa Area ISD will be sending instructions to upload district enrollment files to pre-populate students, staff and courses, and your business department that the Ottawa Area ISD will be sending a Participation Agreement to sign and return. 

The OAISD or your regional service agency math consultant will contact your Math RtI leader (Participant 1 in the registration form) to set up potential training for your math RtI leadership team.

Q.  What type of training is available to begin implementing the Delta Math RtI Program?

A 3 hour initial implementation training is available for leadership teams from each school.  This training can be scheduled on-site or virtually and includes the following explorations around the essential questions for professional learning communities.

• What should students know and be able to do? 
• How will we know if students know and can do it? 
• What will we do when they don’t know or can’t do it?

Q.  What is the cost of using the Delta Math RtI Program?

The one-time district start-up fee of $250 and annual screening fees are $3 per student.  Details can be viewed by expanding the “ Program Fees ” box near the bottom of the “ Get to know Delta Math ” page.  Summer school pre- and post-screeners are also available for an additional $1 per student.

Q.  Do we get charged for all students uploaded into the screening and reporting system?

No.  Only students who sign in and begin a screener will be included in the invoice.

Q.  When do we pay the one-time start-up and annual screening fees?

The invoice for the one-time start-up fee is sent to your business department as soon as your enrollment files have been successfully uploaded.

The invoice for annual screening fees is sent in June based on the number of students that signed in to a readiness or Tier 3 screener throughout the year.

Q. How much does professional learning cost?

There is no charge for professional learning in Michigan. 

Alt+Shift supports professional learning for schools throughout Michigan to implement Delta Math and provide a tiered system of supports.   When possible, training and follow-up support will be provided at a regional service agency to maximize resources.

Readiness Screeners

Q.  How long does it take to screen students?

Tier 2 readiness screeners take approximately 15 to 20 minutes for lower grades and 25 minutes for upper elementary through Algebra 2.

Tier 3 screeners take approximately 30 to 50 minutes because they assess two additional grade levels. 

All screeners may be paused and resumed at a later time to avoid collecting non-representative data due to fatigue.  To pause a screening sessions, click “Sign Out”.  Please do not click “Turn In” if you wish to resume, because turning in will lock the data and lock the student out of that screener.

The video, “ Online Screening Experience ”, includes a 4th grade class being screened in a computer lab to highlight the process and types of questions provided in most readiness screeners.

Q.  Can I screen students one at a time?   ​

Delta Math screeners are designed to be efficient by assessing the whole class when possible.  Depending on the characteristics of the class, small groups or one on one may be considered without skewing student performance data. 

Q.  Can I provide more than the recommended wait time?

Yes, additional wait time may be provided if a student is finishing up a problem and may benefit from up to 15 extra seconds. 

Delta Math readiness screeners are designed to identify students who may benefit from targeted instruction and practice.  If too much wait time is provided, false-positive data might be recorded with a student meeting the benchmark using inefficient strategies.

Q.  Can I give my student a screener from another grade level?

Yes, every educator has access to assign “Readiness” and “Tier 3” screeners from any grade level to collect data that will inform the process of scheduling interventions and gather impact data. 

Q.  Can I screen kindergarten students?

Kindergarten students are not recommended to be screened using Delta Math readiness screeners during the first half of the year.  We believe this because many kindergarten students are still learning "school" and have not had the opportunity to learn kindergarten standards. 

“Late Winter Screening-up using the Winter 1st Grade Readiness Screener can be given as early as February to inform Tier 1 intervention.  The Implementation Calendar and Assessment Overview provides the type of screening that is recommended for each month of the school year, for whom and for what purpose.

It is also not expected for many students to be proficient on all of the readiness standards when screening-up in February.  Screening-up data is designed to inform additional support during “Centers”, “Choice Time” and/or games sent home to encourage more opportunities for intentional “play” using visual representations and math talk.

Q.  Do all students need to be screened for readiness in the fall, winter and spring?

No.  Unless you wish to have complete impact data from fall to spring on the current grade level readiness standards.

We recommend to only screen students who received winter intervention with the spring readiness screener to measure the impact and determine if more intervention is needed on those readiness standards.  But, it is acceptable to screen all students with the spring readiness screener if this is logistically easier for your building or if your building prefers to have spring readiness data for all students...both options are acceptable depending on the purpose of your system.

Q.  If students screen-up in the spring, is screening recommended again in the fall?

Yes.  The primary purpose to screening up in the spring is to identify students for targeted summer support.  Past experience shows that “summer slide” is inevitable for some students and fall screening will help identify all students for specific intervention groups.

Q.  Why is the benchmark for most readiness standards only 2 out of 3 questions correct?

The benchmark was originally 3 out of 4 questions correct.  But, most participants provided feedback that included the screening time appeared too long.  Therefore, readiness screeners were piloted using 3 questions per readiness standard to reduce the testing time and the data continued to appear actionable.

The following reflective feedback helped to set the benchmark for readiness:

• A student who missed 0 or 1 problems generally have enough understanding to participate in tier 1 instruction with limited additional support. 
• A student who missed 2 or 3 problems generally do not have enough understanding to participate in tier 1 instruction without explicit instruction to increase their readiness to learn.
• Students who use flexible, efficient, and accurate strategies are more likely to be ready to learn.  The recommended wait time is designed to prevent false-positive data when a student answers a problem correctly using an inefficient strategy. 

Q.  What measures are provided to deter students from “borrowing” answers from others?

A digital hand will cover a student’s answer when they click “Cover Answer”.  The hand will disappear as soon as the student clicks “Next” to go to the next question.

Using Delta Math Data

Q. What information will Delta Math screeners provide in the fall?

The fall screener identifies students who did not meet the benchmark for each individual readiness standard and might benefit from targeted tier 2 intervention during the fall. 

The Course Overview report provides the opportunity to identify unexpected data.  Based on prior experiences, consider re-screening students who perform unexpectedly on 3 or more readiness standards to validate their original data.  For students who performed unexpectedly on 1 or 2 readiness standards, consider using Quick Check – Form H for those readiness standards to validate the original data.

The Standard Summary report identifies which readiness standard teachers should begin intervention with all students (when more than 30% of the students performed below benchmark). 

The Intervention Group report identifies which students should be scheduled for tier 2 intervention for each readiness standard. 

The Student Performance report supports communication with parents by discussing the following questions:

• Why did we screen using Delta Math?  (To identify students who may need extra help!)
• What were the results?  (How did the student perform on each readiness standard?
• What is the plan?  (Provide intervention to the whole class, small groups, when and by who?)

Sample reports  include actual student data to view how each report displays student performance.

Q. What information will Delta Math screeners provide in the Winter?

The winter Intervention Group report identifies students who did not meet the benchmark for each individual readiness standard and might benefit from targeted tier 2 intervention during the winter.

The Standard Summary , and Student Performance reports can be generated by selecting Fall and Winter data to measure impact as a result of fall intervention. 

Q. What information will Delta Math screeners provide in the Spring?

The Spring Intervention Group report identifies students who did not meet the benchmark for each individual readiness standard and might benefit from targeted tier 2 intervention during the spring.

The Standard Summary, and Student Performance reports can be generated by selecting Fall, Winter, and Spring data to measure impact as a result of fall intervention. 

Q.  Can I use Delta Math to inform my tier 1 instruction?

Yes.  An educator may screen-up beginning in February using the winter readiness screener for the next grade level.  This data can be used to inform tier 1 intervention.  Screening-up again in May will measure the impact of Tier 1 intervention and can inform additional support to be provided during the summer.

Q.  How can we attempt to avoid over identifying students for intervention groups?

Before scheduling intervention groups, use the Intervention Group report to identify students who may have underperformed on the screener.  Then, assess each student who may have underperformed using Quick Check – Form H from that readiness standard.

Students who answered two or more problems incorrectly are considered “below benchmark” and should be included in an intervention group for the readiness standard.

If the readiness standard is one of the “single-digit operation” readiness standards, a student may not need explicit instruction if they scored 7, 8 or 9 on the Quick Check.  We are currently exploring the option of providing targeted support using the Additional Guided Practice, Independent Practice and activities with the Visual Fluency Cards.

Q.  A student did not perform at benchmark for any readiness standards on their fall screener.  Should I automatically screen them using the Tier 3 screener?

No.  Unless you have additional data to show a student is performing two or more grade levels below benchmark. 

Many students will be able to meet the learning goal for each readiness standard if provided targeted support that builds conceptual understanding following the concrete-representational-abstract learning progression.  Therefore, we should have the math mindset that most students will be successful receiving Tier 2 intervention for each readiness standard, regardless of their overall performance. 

Q.  When is it appropriate to use a Tier 3 screener?

When additional data is available to show a student is performing two or more grade levels below benchmark, like some special education students and/or Title 1 students.  The Tier 3 Implementation Calendar provides an overview of using Tier 3 screeners to inform Tier 3 intervention with hopes to close the gap and prepare them for Tier 2 screening and intervention during the second half of the school year.

Another situation includes when a student does not meet a learning goal after a full intervention cycle and did not demonstrate conceptual understanding for the learning target.  Tier 3 identification and support may be necessary to close learning gaps and support their trajectory towards being ready to learn on grade level standards.

Q.  Can I view data from past years?

Yes.  Past performance data is not currently available for educators to generate, but the OAISD team can run reports to display data from prior years.  If you would like a report from a prior year, submit a support request on the " Contact Us " page by expanding the box "Help Desk for Current Participants".

Q.  Can a student’s score be modified if you have evidence that they answered the question correctly, but possibly clicked on the incorrect answer choice?

Yes.  Follow the steps to modify the value of a question.

1.   C lick on the Dashboard tab and select the  assessment that the student completed.

2.  Click on the student whose data you want to modify

3.   Scroll to the question you want to modify and change the value "out of 1" so that it reflects the student’s actual performance.

Note:   All questions are scored as “0” (Correct) or “1” (Not Correct), with the exception for the “Timed Facts”.  For each “Timed Facts”, a score of "0" represents not meeting the benchmark (0 to 9 correct in 1 minute) and a score of "1" represents meeting the benchmark (10 or more correct in 1 minute).

Tier 2 and Tier 3 Intervention

Q. How long is an intervention cycle?

Tier 2 Intervention cycles are designed for 8 sessions, but students may be exited early as soon as they meet the learning goal 3 times.

Tier 3 intervention cycles are designed for 8 sessions and it is not recommended to exit students early.

The video, Tier 2 Intervention Cycle Overview , highlights the purpose and resources provided for each intervention session.  The guides, Tier 2 Intervention Cycle Overview and Tier 3 Intervention Cycle Overview , describes the instructional design for each respective intervention session.

Q. How often should progress be monitored?

Frequently. 

Quick Checks should be completed near the end of each intervention session and the interventionist should guide the students to score them and record their score in the Growth Chart.

Q. When should students begin independent practice? 

For Tier 2 intervention, students can begin independent practice after they meet, or exceed, the learning goal the first time. 

Allowing students who meet the learning goal to practice independently before the entire group has met the learning goal is optional and not recommended for interventionists new to the Delta Math intervention lessons.

For Tier 3 intervention, students can begin independent practice after they meet, or exceed, the learning goal during sessions 7 or 8. 

Q. Can students exit the intervention before the 8 sessions are complete? 

For Tier 2 intervention, yes.  Students can be exited from the intervention group after they meet, or exceed, the learning goal 3 times.

For Tier 3 intervention, no.  Students should not be exited early.

Q.  To be exited from the intervention group, should students meet, or exceed, the learning goal 3 times consecutively?

No.  The three sessions do not need to be consecutive.  In many situations, one day of not meeting the learning goal on the Quick Check might be caused by a harmless error, or something else influencing the student’s performance that is not mathematically connected.

Q.  What should I do if a student does not pass the learning goal 3 times after 8 sessions?

Try to avoid getting "stalled" on a single readiness standard for more than 8 sessions. 

If the student demonstrated conceptual understanding and was close to meeting the learning goal…allow the student to continue to the next standard and use the Additional Guided Practice Forms A, B and C to provide distributed practice spaced over the next 4 to 6 weeks.  For the “Timed Facts” readiness standards, the visual fluency cards provide another opportunity for distributed practice.

If the student did not demonstrate conceptual understanding and was not close to meeting the learning goal…schedule a tier 3 screener to identify where learning discontinued and schedule Tier 3 intervention based on this new data.

Q.  What order should I schedule Tier 2 intervention?

Begin with readiness standard 1 with the students who performed below benchmark for readiness standard 1.  Move to readiness standard 2 for those students who performed below benchmark for readiness standard 2.  And continue through the list of readiness standards as needed.

Another option is to customize your sequence by identifying which readiness standards provides readiness support for each unit of tier 1 math instruction.  Then, schedule each block of intervention based on this analysis to provide “just in time” tier 2 support.

Q.  How can I find time to provide tier 2 intervention?

Delta Math intervention time can be built into your class, grade-level or building schedule as 30 minute blocks, preferably 3 to 5 days per week.  If math and reading share the same block, consider scheduling math and reading every other week to cluster as many back-to-back days and increase the continuity of learning.

If regular intervention time is not available, Delta Math data can be used to provide targeted support during warm-ups, choice time, centers and/or review days as a pre-teaching strategy during core instruction time.

Q. Do you have a list of materials necessary to provide intervention? 

Yes.  A materials list for each readiness standard is provided in the Tier 2 Intervention tab.

Q.  Are there resources available to help educators prepare for Tier 2 intervention? 

Delta Math Kits are available from the Ottawa Area ISD to support intervention groups of up to 10 students.  Each grade-level kit contains perforated card stock of the guided and independent practice cards for each readiness standard.  

Additional accessibility tools are available from Math Drawing Tools LLC* to support student mathematical thinking throughout the Concrete/Representational/Abstract instructional approach and build procedural fluency from conceptual understanding.  Base-ten and algebra tiles are labeled to support student math talk while they build to understanding.  And, drawing guides for whole numbers and fractions support students within the C/R/A instructional approach as they create math drawings that are neat and organized.

Q.  Why might a student appear to struggle meeting the learning goal within the first three sessions for a few readiness standards?

For some readiness standards, the Guided Practice using manipulatives might not meet the rigor of the Quick Check for that session.  Therefore, if students decide to use manipulatives on the Quick Check, some problems will appear much more difficult.  When working with some manipulatives, simpler problems need used to focus on conceptual understanding and avoid unproductive struggle.  When working with math drawings, fewer problems need to be avoided.

Many students should be able to accomplish 1 or 2 of the Quick Check problems if they choose to "Build" the problems on Quick Check B.  Then, they should be able to accomplish another one or two more problems if they choose to "Draw" the problems on Quick Check C.  Finally, they might be able to accomplish all of the problems if they choose to not “build” or “draw” on Quick Check D.  The instructional design is for students to experience the advantage of learning more "efficient" strategies by charting their progress and see their scores improve.

Q.  If a student successfully exits out of all tier 2 interventions, is it possible they may still struggle on state or national tests?

Yes.  Students need quality instruction and support in all three tiers to increase their potential for success on state and national exams.  If a school is having success with screening, identifying and exiting students from Tier 2 intervention, but their state and/or national test scores are not improving, then current Tier 1 instruction to see which topics may need to be included, expanded and/or supported with additional opportunities for students to engage in the 8 CCSS mathematical practices.

Q.  What changes have been made to the intervention resources over the past 3 years?

Tier 2 and 3 lessons are now available for 1st grade through Algebra 1 readiness.

Tier 2 lessons now include the Guided Reviews, Quick Checks and Growth Charts and the guided practice problems for sessions 5 through 8 are now included.

Tier 3 lessons were developed from the tier 2 resources for students not responding to tier 2 intervention.  The difference is that Session 1, the reengagement lesson from tier 2 is not included to provide an additional day for explicit instruction.  Also, the Build, Draw, Write learning progression extends over the full 8 days to provide more time and practice in each phase of learning.  (Days 1, 2 – Build, Days 3, 4, 5 – Draw, Days 6, 7, 8 – Write)

Additional Guided Practice  was developed for teachers and interventionists to revisit each readiness standards using visual representations and precise mathematical vocabulary. 

Visual Fluency Cards  were developed to help students sort and play games using visual representations of the "make 5" and "make 10" addition strategies as well as other fluency strategies advocated by researchers.

Online Practice have been identified to support independent practice during targeted interventions, as a math station during centers, or at home.

Q.  Can intervention be provided virtually?

Yes, but schools are only beginning to explore options.  As we learn more about what worked and what didn’t, recommendations will be formalizing and provided in support guides.

Sample Tier 2 Virtual Intervention Plan:

• Student copies can be found by expanding the box for any readiness standard under the tier 2 or tier 3 tab.
• Connect with the student on a video conferencing application.
• Begin with Session 2 and introduce the learning target and watch the " I Do - Build " video together located in the expanded box.  
• Complete the "We Do Together" problems in the packet with the interventionist leading and the student working along and asking questions.  If the interventionist and student does not have the ability to display manipulatives on the screen, virtual manipulatives can be used. 
• Have the student share their screen and think aloud while completing the "You do together" problems.
• Ask the student to reflect on today's problems, share one thing they learned and any questions they still have.
• Have the student complete Quick Check B, score it together and plot their score in the Growth Chart.
• For each of the remaining sessions, begin the session with the student setting a personal learning goal based on the previous day's Quick Check score.  Give them time to ask questions about what they might have found confusing during the last session to give the student time to reflect, talk and build a stronger relationship with the interventionist.  Then, watch the next video in the sequence, "I Do - Draw".  Repeat steps 5-7.

Tier 3: Double-blocked Math Instruction

Q.  How can I keep my students engaged in a second hour of math class?

Create a two part daily schedule that engages students while strengthening their readiness during the first half of the hour and supporting their core instruction during the second half.

Based on past feedback, “Double-Blocked” math classes or “Math Labs” have not had the intended impact on student achievement when the class only focused on re-teaching past content OR homework help for core instruction.

Q.  How can I schedule instruction during a second hour of math class?

During the first half of the second hour, provide tier 3 support based on the Delta Math Tier 3 screener data.  A scope-and-sequence can be designed using the Tier 3 standards for the grade level.  And, the instructional plan is based on the Delta Math lessons:  Set a goal, teach, practice, reflect, assess, and chart progress. 

During the second half of the second hour, provide tier 1 support focused on current instruction in their grade-level math class.  A routine can include reflecting on current learning and answering questions before supporting students working on homework.  You can model how to do a few homework problems using a think-aloud.  You may also consider giving students opportunities in front of the class, or with partners, to think aloud through a problem.  During each think-aloud, students should be asked to watch, listen and ask questions.  Also, consider providing opportunities for students to reflect and share alternate solutions. 

Many students will appreciate ending this second hour using 10 to 15 minutes complete their homework in a supportive environment.  Also, participation points might be necessary to encourage some students to use their time wisely and leave the second hour of math with little, or no homework to complete at home.

Q.  Do I have to teach using Delta Math lessons every day during tier 3 support?

No.  Consider using Delta Math lessons on Monday through Thursday and on Friday, use an alternative approach, like a, “ My Favorite No ”, “ Which Doesn’t Belong? ”, or a “ Math Talk ”.   

Q.  Do I have to provide a think-aloud using a homework problem every day during tier 1 support?

No.  Tier 1 support may also include pre-teaching concepts and vocabulary, as well as helping students prepare for upcoming assessments by playing games, completing reviews and/or having students work as a class, or in small groups to create sample tests and answer keys!

Q.  Should Tier 3 support or supplant Tiers 1 and 2?

Some researchers recommend to supplant Tiers 1 and 2 with Tier 3 instruction, while others say to support Tiers 1 and 2 with Tier 3 instruction. 

If your Tier 3 supplants Tiers 1 and 2, then it is likely Tier 3 students are not included within an on-grade level math class and Tier 3 data can be used for primary instruction to accelerate students through to be ready to learn the Tier 2 readiness standards and eventually Tier 1 (on grade level) standards within 2 years.

If your Tier 3 supports Tiers 1 and 2, then it is likely that Tier 3 students are included within an on-grade level math class and Tier 3 data can be used to for secondary instruction.  The Tier 3 math class should have 2 areas of focus:  The first half of the Tier 3 class period should fill gaps based on the Tier 3 screener and when appropriate, the grade level readiness screeners.  And, the second half of the Tier 3 class period should provide Tier 1 support on homework, quiz and test review as well as pre-teaching concepts based on the scope-and-sequence of the Tier 1 math class.

Summer Implementation

Delta Math Summer Implementation Guide

Q.  How much does it cost to use Delta Math for summer school?

$1.00 per student to use the online summer school pre- and post- readiness screeners and the paper summer school screeners are free.

Q.  Should I screen students for summer school?

No.  If your school screened-up for the next grade level at the end of the school year, use that data to identify targeted support.

Yes.  If your school does not have readiness data for the student entering a new grade level.

Q.  How can I generate a data report using the paper screeners to identify student instructional needs?

After a student completes the paper readiness screener, record the number of correct answers at the bottom of each page.  Then, open the Excel Spreadsheet called, Course Overview Report and select the appropriate grade level near the bottom of the page.  Enter the Number Correct for each page and cells will turn green for students who met or exceeded the benchmark. Also, cells will turn red for students who did not meet the benchmark.  For most readiness standards, the benchmark is 2 out of 3 correct.  For the timed facts, the benchmark is 10 or more correct within 1 minute.

Q.  What are my options for providing summer instruction?

Option 1 – Provide instruction to the whole group that includes a partial intervention cycle for each readiness standard.

Option 2 – Provide instruction to the whole group that includes a full intervention cycle for the highest priority readiness standards based on the Course Overview report.

Option 3 – Provide instruction to small groups, or individuals, that includes a full intervention cycle for the readiness standards each student performed below benchmark based on the Course Overview report.

Q.  How can I plan my teaching schedule?

• Schedule four 30 minute sessions for each readiness standard, beginning with RS1 - K.CC.5.
• Summer instruction may be customized by focusing on the readiness standards that had a majority of the students not meet the benchmark.
• Support Video of the Delta Math Tier 2 Intervention Cycle
• Delta Math Tier 2 Intervention Resources

Michigan Benchmark Assessment

Q.  What is Michigan’s Public Act No. 149?

School districts are required to define and publish benchmark goals for K-8 students in reading and mathematics.

Q.  Do the Delta Math RtI Program readiness screeners satisfy Michigan’s Public Act No. 149?

Yes.  Based on consultation with legislative specialists and educational leaders throughout Michigan, we believe the Delta Math RtI Program fulfills the requirements of sections 104(10)--and hence section 104(8)--of HCB-5913 as an “assessment with progress monitoring tools” (see the August 21, 2020 MDE Benchmark Assessments Memo for more details). 

Q.  What types of benchmark goals can be used to demonstrate growth?

Sample End-of-Year Math Goal: 

All students in grades 1 through 8 will increase their readiness for the next grade level as measured by the Delta Math RtI Program fall readiness screener (for the current grade level) and spring readiness screener (for the next grade level).

Sample Middle-of-Year Math Goal:

All students in grades 1 through 8 will increase their readiness for the current grade level as measured by the Delta Math RtI Program fall and winter readiness screeners (for the current grade level).

Sample Kindergarten Math Goal:

All students in kindergarten will increase their readiness for the next grade level as measured by the Delta Math RtI Program fall 1st grade readiness screener and spring 1st grade readiness screener.

Note:  Student growth will be measured by an increase of at least one Performance Level (e.g., Intensive to Strategic, Strategic to Benchmark, etc.)

Q.  What are the categories for student performance levels?

Benchmark - Students who meet the proficiency target for all readiness standards on a Delta Math readiness screener.

Strategic - Students who do not meet the proficiency target for one (1) or two (2) readiness standards on a Delta Math readiness screener.

Intensive - Students who do not meet the proficiency target for three (3) or more readiness standards on a Delta Math readiness screener.

Q.  How can growth be demonstrated for a student who performed at the Intensive level and did not respond to Tier 2 intervention?

Students who do not respond to Tier 2 intervention may be more than 1 grade level behind and should be given the Tier 3 screener for their grade level to identify their intervention needs.

Sample Goal for Students Receiving Tier 3 Intervention:

All students will increase their readiness for the next grade level as measured by the Delta Math RtI Program fall Tier 3 screener and the winter or spring Tier 3 screener for their current grade level.

Q.  How should we screen kindergarten students in the fall?

Current recommendations for kindergarten screening is to begin at the earliest in February using the Winter Grade 1 Readiness Screener.  This recommendation includes the understanding that not all kindergarten students are expected to perform at benchmark on all Grade 1 readiness standards at this point of the school year.

However, current circumstances and Michigan legislative requirements necessitate an alternative option. Therefore, if a district intends to use Delta Math to meet the new requirements, it is recommended that kindergarten students be screened in the fall of 2020 using the Fall Grade 1 Readiness Screener. 

Teachers may consider alternative methods of administering the screener:

Option 1:  Use the paper screener with small groups of students, or individually.  Teachers may then sign in as a student to enter their answers to generate reports. 

Option 2:  Find another method for young students to show what students know based on the screener to avoid providing a negative experience with technology and content.  An example includes conducting student interviews to gather evidence of understanding using counters and number cards.

Note:  Regardless of the assessment medium, if a kindergarten student does not appear to understand what to do mathematically on the first of three questions for each readiness standard, please remind the student that they are not expected to know this and they will have many opportunities to learn throughout this year.  Please do not ask the other two questions and simply move forward to the questions for the next readiness standard.

Q.  How will data be generated to show growth on benchmark goals?

The OAISD is currently developing Performance Level reports to display classroom rosters and the performance level for each student for each selected assessment.  Summary data will be available for each class, grade level at the building and district level.  These reports are scheduled to be available before November 1, 2020.

Q.  How can targeted support be provided when our school does not have an interventionist or time to provide instruction using the Delta Math intervention lessons?

Due to reasons beyond your control, your school may not be able to provide intervention to all students who would benefit using Delta Math lessons that include goal setting and progress monitoring.  The targeted support opportunities listed below can be provided in shorter, less structured time slots that may be available throughout each day.  Each resource highlighted below can be found on the Tier 2 Intervention tab at www.deltamath.org.

Delta Math student performance data can be used to differentiate Tier 2 and Tier 3 support without decreasing access to Core instruction.  This can be possible through the strategic use of warm-ups, closing activities, math centers, choice time and at-home practice.  Delta Math distributed practice resources that can be used include:  Additional Guided Practice (1st through 8th grade readiness), Visual Fluency Cards (Add to 5, add to 10…Division), Independent Practice Activities (Pairs or Small Groups) (1st through 8th grade readiness),  and Online Practice (1st grade through Algebra 2 readiness).

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Innovative EdTech for teachers, educators, parents, and students

What Is DeltaMath?

By Med Kharbach, PhD | Last Update: July 26, 2024

DeltaMath is this cool math tool that’s been making waves in classrooms worldwide since 2009. It all started with Zach Korzyk, a math teacher who probably got tired of grading endless stacks of homework. His brainchild has grown into a go-to resource for millions of students and teachers looking to spice up their math practice.

What sets DeltaMath apart? For starters, it’s got a mind-boggling array of over 1,800 types of math problems. We’re talking everything from basic algebra to mind-bending calculus, all neatly aligned with those Common Core standards for grades 6 through 12. The real kicker is how it dishes out randomized problems, so kids can practice to their heart’s content without getting bored. Plus, it gives instant feedback, which is like having a patient tutor available 24/7.

Delta Math Features

DeltaMath offers a wide array of features tailored to enhance the teaching and learning of mathematics. Here are the key features that make DeltaMath stand out:

• A Math Buffet: With over 1,800 problem types from 6th to 12th grade, it’s got something for everyone.
• Never-Ending Practice: Randomized problems mean kids can practice without memorizing answers.
• Instant Feedback: The auto-grading system is like having a tireless teaching assistant.
• Graph It Out: Students can create and get feedback on graphs – no more squinting at hand-drawn axes.
• Teacherโs Pet: Customize assignments, create your own problems, and track student progress with ease.
• One Size Doesn’t Fit All: Use performance data to tailor assignments for struggling or advanced students.
• Visual Learners Rejoice: Many problems include visuals and step-by-step guides.
• Video Tutorials: DeltaMath Plus offers videos for every problem type, plus you can add your own YouTube favorites.
• Cheating? Not On My Watch: Built-in tools help keep students honest.
• Free or Fancy: Choose between the free version or upgrade to Plus for extra features.

DeltaMath Pricing

Let’s break down what DeltaMath offers:

The Free Ride: DeltaMath Teacher Free

• All the basics you need: unlimited assignments and student practice
• Over 1,800 problem types (yep, aligned with Common Core)
• Auto-grading (because who has time to grade everything manually?)
• Detailed student data and progress tracking
• Anti-cheating tools (because we all know that one kid…)
• Share assignments with your teacher buddies

Level Up: DeltaMath Plus (Individual Teacher) – $95/year

• Everything in the free version, plus:
• Videos for every problem type (for those visual learners)
• YouTube video assignments (mix it up a bit)
• Create custom tests and test corrections
• Cherry-pick specific problem sub-types
• Tailor assignments for individuals or groups
• Craft your own custom problems (get creative!)

Go Big: DeltaMath Plus (School/District License)

• All the bells and whistles of Plus
• School-wide or district-wide access
• Pricing? Give them a shout for a custom quote

Related: Best Math Apps for iPad

Closing thoughts

For educators, DeltaMath serves as a versatile and powerful instructional tool. Its ability to create customized assignments, coupled with the Plus version’s enhanced features, allows for targeted teaching strategies that can accommodate diverse learning needs. Teachers can leverage this platform to track student performance, tailor their instruction based on real-time data, and provide differentiated support through ad hoc assignments. Moreover, the inclusion of step-by-step problem-solving guides and interactive, visually rich problems demystifies complex concepts, making math more accessible and engaging for students.

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Meet Med Kharbach, PhD

Dr. Med Kharbach is an influential voice in the global educational technology landscape, with an extensive background in educational studies and a decade-long experience as a K-12 teacher. Holding a Ph.D. from Mount Saint Vincent University in Halifax, Canada, he brings a unique perspective to the educational world by integrating his profound academic knowledge with his hands-on teaching experience. Dr. Kharbach's academic pursuits encompass curriculum studies, discourse analysis, language learning/teaching, language and identity, emerging literacies, educational technology, and research methodologies. His work has been presented at numerous national and international conferences and published in various esteemed academic journals.

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• My name is Rebecca, and I know that many high school math teachers struggle to find the time to create engaging lessons and resources appropriate for their students' levels.
• I've been teaching for 25+ years, and I know that struggle well! My resources will alleviate that overwhelming feeling while giving you the tools to feel confident and empowered in your teaching so that you can focus on inspiring your students.

• Finding the right resources for your students?
• Having limited planning time?
• Knowing the best way to teach a topic?

HERE'S WHAT I OFFER

Latest on the blog

Start using deltamath.com today (and what deltamath can and cannot yet do).

What is DeltaMath? What can it do?

Top 10 reasons why you should start using deltamath.

• It's user-friendly. The interface is better than Khan Academy. It's easy to set up a class and gets students to join your class.
• There are thousands and thousands of skills available.
• The students get instant feedback.
• Students can practice a skill repeatedly until they have mastered it.
• You don't have to grade papers!
• You don't have to answer as many "how-to" or "is this right" questions from students.
• You can easily copy assignments from colleagues.
• Students can work at their own pace
• The creator and his team are very receptive to suggestions for improvement. The creator is Zach Korzyk - he tweets @MrDeltaMath; he and his team are active in the Facebook group . The best place to request a skill is through the website (at the top under the question mark symbol).

Should you upgrade to the paid versions?

• You can create an Assessment. 
• This is an awesome feature and has continued to improve since it was first launched. For example, recently they added the ability for students to change their answers before they submit the assessment.
• Read my blog post about How to Give a Math Test During Distance Learning
• You can create your own problems.  
• I like this feature because there are often times when I cannot find the types of problems I need, but I don't love it as much as I thought I would. Students get accustomed to having multiple problems to try. When you assign your own problem, if a student gets it wrong, they cannot try another one similar to it. You can, of course, give multiple attempts.
• Adding your own question is especially helpful on assessments.
• You can assign a specific problem to students.
• This is awesome for when you find a problem that you want everyone to try, but, like with creating your own problems, if students get it wrong, they cannot try another one similar to it. You can give multiple attempts, though.
• You can post an assignment to an individual or group
• This feature is particularly useful for giving assessments when you have students who are permitted extra time as part of their learning accommodations.
• There are help videos available to watch for every skill.
• You can hide the videos from students and you can also see how much of a video a student watched. 
• (I once had a student email me to say "I've been trying DeltaMath for hours. I watched the video and I just can't do it, so I gave up." When I looked at his stats, he had only tried 2 problems, had watched 10 seconds of a 10-minute video, and had spent a total of 23 minutes on the assignment. After I shared those stats with him, he finished the assignment.)
• Ability to assign sub-types
• I like this feature a lot. An example is the module, "Exact Values of Trig Functions (All Six)." When I look at this module, there's an option to click on "Problem types." From there I can choose from options such as, "sin/cos/tan quadrant 1" or "csc/sec/cot quadrants 2,3,4."

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From my tpt store:, contact form.

• September 1
• Start Using DeltaMath.com Today (and what DeltaMat...
• History of DeltaMath
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Review by Carrie Garges , Common Sense Education | Updated December 2021

Create digital assignments and link test corrections to more practice

Learning rating

Community rating, privacy rating, subjects & topics, take a look inside 8 images.

Pros : The test correction feature provides individualized practice to reinforce skills.

Cons : The interface and practice sets aren't especially friendly or engaging, and it takes some time to set up the test corrections.

Bottom Line : Straightforward math practice with useful test correction feature.

• How Can I Teach with This Tool?
• What Is It?
• Is It Good for Learning?

DeltaMath's standout feature is the ability to link test items as test corrections. It does take some time to set up and link each test item -- especially for longer assessments -- but the individualized activities and self-scoring make up for this additional work. The problem log may seem overwhelming at first as it shows a time-stamped receipt for every question completed by every student; however, search options help filter through the clutter by student name, assignment, or skill. Teachers shouldn't limit their use of the test corrections to unit assessments. It could also be a helpful option to reteach and remediate anyone who may need a little review. Creating a warmup with unit prerequisite skills and then linking a test correction activity to guided question sets could help struggling students keep up with the class. Student problem logs update fairly quickly, so they're the perfect scorekeeper for whole-class challenges. Group students within a section, or pit one class against another to see which can reach a set goal or maintain the highest success rate.

DeltaMath allows teachers to create digital math assignments or test corrections for middle and high school students. All a student needs is an email address and a teacher-provided code or link to join. Students can easily locate upcoming, completed, and past-due assignments on their dashboard -- even if they have been enrolled in more than one DeltaMath class.  Along with multiple-choice questions, fill-in-the-blank prompts, and timed challenges, question sets also include interactive modeling. A detailed solution is shown after every submitted answer, so observant students can easily learn from their mistakes and improve as they work. You can filter by Common Core State Standard (CCSS), grade level, or module to create assignments tailored to classroom needs, and you can look through each assignment, or view students' most recent attempts, to see both the individual questions attempted and the answers submitted. 

Through the test correction assignment, students are asked to indicate which problems they missed. Because the teacher has pre-linked each test item with a skill, students are automatically assigned a practice set tailored to their needs. Teachers can be creative when setting up scoring, requiring students to work a specified number of questions, reach a set goal of two or three correct answers in a row, or just earn back a partial point for answers reworked correctly. The program scores these attempts, and new test scores are displayed for both student and teacher.

Although there are many more features that teachers can access with a DeltaMath Plus account, the free account is straightforward and does everything it promises. Creating assignments is pretty intuitive, and the test correction feature could be a game changer for many math teachers who have struggled to find time to reteach and retest. While DeltaMath offers guided lessons only for a few skills, these sets are a quick way for teachers to differentiate assignments and an easy way to help students catch up or review. It's definitely not an interface that's going to thrill students, but even if you only use the free version for the test correction feature -- especially since you can save and reuse corrections once you've set them up -- it might be worth a look.

Learning Rating

Overall rating.

Uncluttered design and single-question display keeps kids focused, but it isn't fun. Question options -- timed challenges, fill in the blank, and models -- add some variety.

Test corrections and the few interactive, guided lessons are unique, welcome features. Not all CCSS are represented, and guided lessons are not offered for each skill, but DeltaMath includes an avenue to request a skill or make suggestions.

FAQs and videos help users get comfortable with the program. Once in, students see detailed explanations taking the mystery out of incorrect answers. Missing language choice or read-aloud options could ensure every kid has access.

DeltaMath is a Teacher's Dream!

DeltaMath is awesome!! From a teacher's perspective, it is a dream come true. Frist, it is very easy to find problems and create assignments. You can quickly search for any topic, and see the results instantly. You can customize assignments very easily to pick how may of each problem-type students are doing. I LOVE how it tells you the average time required for an assignment when you are creating it so that you don't end up assigning too many problems. This is a really nice feature. It is easy to copy and edit assignments for different classes (honors, regular, C40, etc.). It syncs seamlessly with Canvas, which is amazing and such a time-saver. I love how you can pick specific sub-types of problems that you can select or deselect so you know exactly what kind of problems the students are getting. The data that you get from an assignment is amazing. You can see the percentage students are getting correct, how long they work on each problem, how many problems it took to get it correct, etc. This is a great way to find areas of struggle and check for student understanding. I also love how it mixes up the numbers for each problem type so that the problems aren't exactly the same, but they are similar. This allows students to work together and explain how to do problems rather than just typing in the correct answer. Students also really enjoy DeltaMath and the feedback has been really good. The interface (pictures, font, etc.) is very student-friendly. Students get help while they are doing the problem and can redo them until they get them correct. The visuals and the way DeltaMath explains the problems are excellent. They also have well-made videos that students can choose to watch to help them even further. I also love how you can add multiple late dates so that students can still get credit if they turn it in late, and the teacher can decide how much they will get reduced depending on when they turn it in.

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How do I assign, or manage class and individual assignments?

• August 17, 2024 00:22

Teachers can assign specific Objectives to their classes or to individual students.  They can assign Objectives from any grade level.  

Students will have access to their assigned grade-level Objectives in the Journey.  Teachers can make additional Assignments as a way to supplement the journey with content from other grade levels or to surface content that teachers want students to work on right now.  If assignments are provided to students, teachers will need to guide students on when to play the Journey content or Assignments content.

When an Assignment is set, only students who have not yet completed that content will be prompted to play it. 

Assignments allow you to:

• Assign Objectives from any grade level to the entire class or individual students.
• Reorder Objectives in students’ Assignments.
• View progress on assigned Objectives.

Why you might want to use Assignments:

• Use class assignments to have all students play the same objective when introducing, teaching, or reviewing a concept.
• Use Class Assignments to provide whole class access to additional, prior, or post-grade level content.
• Use Individual Assignments to provide individual students with remediation or enrichment.

How to Assign an Objective:

How to Remove, or Reorder Assigned Objectives:

• Select the class.
• Go to Objectives > Assignments.
• For Class Assignments, click the arrows on the right to move Objectives up or down. Use the gear icon to remove it.
• For Individual Assignments, click Show and then select the student you wish to edit. 
• Use Completed and Removed to view assigned Objectives that have been completed by all students or that you have removed. Here you can also Restore any assigned Objectives you have previously removed.

How to allow Student Choice:

By default, students will play the Objectives in the order you set, beginning with the first listed objective. Enabling student choice allows students to play whichever assigned Objective they would like to play.

Related articles

• How can I assign specific objectives to my class?
• NEW ST Math Puzzle Talks
• The Problem Solving Process
• What's included in the Bonus Journey?
• ST Math Launch Toolkit

• Meaningful Math / Online Resources

My Opinions about Two Major Math Resources

by Michelle Russell · Published 10/29/2018 · Updated 11/25/2019

A MiddleWeb Blog

As a result, I’m always looking for useful teacher feedback and advice about resources – and I think it’s a good idea to give back (and pay it forward) too.

I use IXL and Delta Math regularly in my own classroom, so I thought I would share some information about each of them in case you would like to try them in your own classroom. This is not a paid advertisement or anything like that… I’m just sharing what I’ve learned.

There are four basic questions I always want answered before I implement a new math resource:

(1) Is it free? (2) How much prep time will be involved? (3) Is it instructionally sound? (4) Do students like it?

Here’s my breakdown for IXL and Delta Math.

The IXL Mathematics Platform

What is ixl.

IXL is billed as “immersive adaptive learning.” According to their website, they offer “3,700 distinct math topics.” The skills range from Pre-K all the way to Calculus, sorted by grade level. Questions are algorithmically generated, meaning “students will never see the same question twice no matter how long they practice.” Students start out at 0% and each correct question ups their “score.” Conversely, every wrong answer drops their score. (See the explanation here .)

Is It Free?

There are a free version and a paid version. I used the free version of IXL until our school bought a subscription for the service a few years ago. The free version will only allow students to complete five problems in each topic, and the teacher cannot view students’ progress. I thought the free version was useful, although obviously it doesn’t have the features the paid version has. According to the IXL website, “the standard classroom license is $299 for up to 25 students for one subject.” If a license is needed for more than one classroom, you have to contact an IXL representative for a quote.

Of course, nothing is perfect. I have found that students can pick up patterns and will be able to answer questions correctly without really understanding the concept. Also, students will try to answer questions without writing anything down which can hinder their understanding. Not writing down any work is a bad habit to get into in math class!

What Do the Students Think

The students at my school are very familiar with IXL. They have been using it for at least three years. Recently I had them complete a survey for me. I asked them if they liked working problems on IXL, and about 60% said yes and about 40% said no. An impressive 67% thought IXL helped them understand concepts, which seems pretty conclusive to me.

I also asked students if anything about IXL frustrated them. Students found several aspects of IXL to be frustrating. Many students said they did not like the scoring system used by IXL. Missing one problem “takes you down a lot of points” was a common comment. In fact, about 75% found the scoring system for IXL to be frustrating. Other students found the explanations given to the problems that they missed to be unhelpful or confusing.

Final Thoughts on IXL

I am careful not to overuse IXL. I found that it works best as a tool that is used in addition to classroom instruction. I have learned from experience to require that students write down their work if they want to receive credit.

I do like to use IXL for whole classroom discussions. I project questions on the smartboard, and we answer the questions as a whole class. Interestingly, 86% of students said they preferred doing IXLs in class as opposed to doing them at home.

It has been my experience that if I don’t work through every IXL all the way to completion before I assign them to students, I will get an unpleasant surprise, such as a question that requires students to know a concept that we haven’t gotten to yet. It does take me some time to work through the IXLs before I assign them to the students.

At this point I have found the best use for IXLs is to practice basic skills that students need reinforced. We recently used it in my Algebra 2 with Trig class to brush up on factoring out a monomial, and I think it really helped my students.

What Is Delta Math?

Delta Math is an online resource which allows students to practice problems covering topics from middle school, Algebra 1, Geometry, Algebra 2, Pre-Cal, Calculus and computer science. I have only recently started using Delta Math, so I’m not as familiar with it as I am with IXL, but what I’ve seen I really like!

Yes! It is completely free! There is a place for donations via Pay Pal, but I had to look to find it. You’ll need to set up a free account to get access to the details. Here’s a short review by Richard Byrne at his popular blog Free Technology for Teachers.

It’s free! It is very user friendly. It has topics that cover every standard that I teach. The problems on Delta Math seem to fit seamlessly into my lessons. In fact, I used it last week to help students learn how to factor trinomials.

Typically when I teach factoring trinomials, I start with puzzles (usually on paper) that help students find two numbers that will multiply to give a certain number and the same two numbers that will add to get the same number (a necessary skill when factoring trinomials with a coefficient of 1). I was so happy and surprised to find that Delta Math had a game exactly like that; it’s called The X Game and it has three different levels. I used it to introduce my lesson and the students were able to transfer that skills easily to factoring trinomials.

The only cons I have found are the ones common to these kinds of resources. A couple of times it was tricky to get the answer in the form that Delta Math would accept; however, I think that can be true for most online learning platforms.

I asked my students to work through some assignments on Delta Math and to give me their opinion. The majority of students really liked Delta Math. They said the explanations that were given when they missed a problem were more succinct and understandable than what they found on IXL. The students really didn’t have anything negative to say about Delta Math. To be fair, they have only started using it this school year.

How I Use It in My Classroom

While I like IXL for helping students brush up on needed skills, I think Delta Math can do a little more than that. With the test correction feature which allows students to pinpoint their areas of weakness, I think Delta Math can be used to really move students forward.

Every day I continue to find new features on Delta Math that I like. Today I found the “random student caller” feature which allows me to randomly pick a student’s name.

If you want to know what other math teachers think about Delta Math, just search Delta Math on Twitter. Lots of other math teachers seem to like Delta Math too!

If you are interested in using Delta Math, follow this link to a YouTube video which explains how it works.

Do You Use Delta Math and IXL in Your Classroom?

I would love to hear how your opinions about Delta Math or IXL. Or if you use another resource, I’d love to hear about that too!

Share this:

Tags: cost Delta Math IXL math resources Meaningful Math Michelle Russell student survey

Michelle Russell

Michelle Russell (@michel1erussel1) is a math teacher at Florence (AL) High School. She began her career as a student teacher in middle school and has taught students from 7th to 12th grade. She currently teaches high school math, including Algebra, Pre-Calculus, AP Statistics, and Algebra 2 with Trigonometry. In her free time, she enjoys reading books about math education and following other math teachers on social media.

23 Responses

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Thanks so much for your thorough, reflective reviews. Student opinions valuable too. This is so helpful, Michelle.

I am an Instructional Coach and have just started researching DeltaMath as an alternative/supplement to IXL, which our department uses. Thank you for your insight regarding both programs.

Thank you so much for your comment! I have really enjoyed Delta Math, especially for test corrections. And it’s free!

I had not heard of Delta Math and am now very interested in testing it out! We use IXL frequently and, while I like it a lot, my students have the same feelings as yours. I’m looking forward to looking into Delta Math, thank you for the insight.

Thank you for your comment! My students seem to like Delta Math. I think they were tired of IXLs and were glad to try something different.

Yes, thank you! We have used IXL for several years. I use it to reinforce skills and I agree, it has saved me many times for subs and the week before Christmas! The videos that IXL posts are also very helpful. I used to have my students get to 100%, before moving on. This can be frustrating- now, I let them go to 80% if they feel they have worked hard. Surprisingly, I have students who will still take easy tasks to 100%. I appreciate the review in Delta math, I haven’t used it yet, but I definitely would like to use it for make up tests!

Thank you for your comment! I didn’t know there were videos with IXL, I’ll have to look into that!

I teach at an alternative high school and teach algebra 1, algebra 2, geometry, algebraic reasoning. Delta Math allows me to create full semesters of assignments for my students. The explanations are sufficient to help most of my students to correct mistakes.

One of the features on Delta Math is the flexibility to offer a second chance on problems that are missed. This allows a student to go in and research their problem through the Example Question section.

Unfortunately, Delta Math doesn’t have enough questions for middle school students.

What about Khan Academy? It has resources for K-12. I attached the link below. I like Khan Academy for these kinds of resources. I use it in my classroom. https://www.khanacademy.org/math/k-8-grades

I started using DeltaMath this year at the suggestion of a colleague and I LOVE IT! At my daughter’s school, she uses IXL and I was interested in that until I found out how much it was going to cost (*gasp*!!!!). DeltaMath is AMAZING. My whole department is using it. I use it as often as possible because the students become more independent learners–they know what mistake they made and they can use that to help correct future examples. I love it because the kids get immediate feedback on what they have done and whether or not they are doing it correctly. I love it because I don’t have to come up with problems myself. I love it because it takes less than 5 minutes to create and assign problems. I love it because of all the information you can get when you look at the student’s report. I love it because it makes my job so much easier!!!!!!

Delta math appears to be not up to date with technology and is difficult to use as a teacher. I will try it and see what my students say.

Really? That’s a big surprise as I am a heavy user of DeltaMath. I use the paid version where students get access to even videos to help with the understanding of concepts before solving the problem. One feature that’s worth using is the “Penalty”. For every question the student gets wrong, the system generates extra questions of the same difficulty level until the students master that concept. So if you set it to 2 off, it means the students need to solve 2 more questions in order to proceed to the next major problem.

I normally use IXL, but the cost is so prohibitive! A colleague introduced me to Delta math. I would like to use it but during virtual learning I love the fact that I can “see the problem” that a student is working on in IXL. You can’t see the problem a student is on in Delta until after they answer it.

Once a student has been given a problem in Delta Math, you can see it by clicking on the ?, just like you can see the problem they’re on after submission by clicking on the x or check. Until they answer it, the problem appears as a ? mark. After answering, it becomes an x or a check. And if you hover over their problems, you can see how long they spent on the problem. If you have the paid version, you can see how long they watched a video in the same way.

I only started using DeltaMath today – yes, today! My students are working on it riiiiight now. But – it looks like Delta Math doesn’t have a live feature. Is that true?

As far as I know it does not. They have recently added a paid version called Deltamath plus and I haven’t had the chance to look into what it offers.

I have. The paid version gives students access to a “help” video before they work on the problem. The video has two formats; Vimeo or Youtube. If your school internet restricts access to Vimeo, you will have to change the settings under Tools in order for your students to see the Help video.

Any tips on students setting up their delta math account? Username/password Can you view their username and password or change the password if they forget it?

Thank you so much for this review. It is exactly what I was looking for to compare these two sites! Tried Delta Math today with grade 7s and they loved it!

Hi Michelle,

I was searching for a similar website to both IXL and deltamath and stumbled upon your article. So, I thought you may be able to help me. I, too am a math teacher, I teach middle and high school and like you I use both IXL and deltamath regularly. Our curriculum, however, follows IB which involves a lot of higher statistics than what is provided by either IXL or deltamath and I was wondering if you, by any chance know of a similar website that covers frequency tables, cumulative frequency tables and curves (graphs), histograms and such topics? Someone directed me to Dr. Frost Math, which does seem to offer all that. Unfortunately, they won’t allow me to create a teacher account as our school is not a governmental school nor is it in the UK.

Your review is spot-on.

DeltaMath is the iXL we can afford. And, actually, it’s better in many ways, including the videos, the assignment settings options, the way assignments can be customized.

And, it’s the system that my students actually ASK for. It amazes me when they do that!!

I’m a student that uses delta math and every kid i know hates it, it drowns us in work that we don’t know how to do, and it just causes stress.

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Assignment List

Learn how to view a list of your assignments.

Table of Contents

Filter options, sort by headers, edit assignments, view skills, posted/visibility, change due dates.

• Grade Table
• Pushed Assignments

NAVIGATE: STUDENT DATA → VIEW ASSIGNMENTS  

Your assignment list shows all assignments for your current term. The default view displays assignments listed by due date. You have several options to filter or edit the data.

You can filter your assignment list by class, type, folder, or any combination of the three.

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You can sort your assignments by clicking on the header row of each category. Click once for ascending order and twice for descending order.

Print INTEGRAL                                                                            

Folders PLUS | INTEGRAL                         

Folders are a teacher-facing organizational system. By clicking in the folder column, you can add an assignment to an existing folder or create a new one. If no items are left in a folder, the folder will be deleted.

Visibility indicates the current status of assignments:

• Posted - the assignment is currently posted and accessible to students.
• Hidden - the assignment is currently hidden from the student view.
• Scheduled - the assignment is scheduled to post in the future.
• Hidden (after due) - the assignment is hidden because it was already due, and the "Hide After Due Date" feature was turned on.

You can change the visibility of an assignment (from posted to hidden or vice versa) by clicking on the current visibility status.

The due date column displays the due date for an assignment in each class it is assigned to. Clicking on the due date will open the assignment, allowing you to edit the due date.

Grade Table                                                             

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You can directly copy assignments from the assignment list view. Click here to learn more.

Pushed Assignments INTEGRAL

If your school or district has a DeltaMath INTEGRAL site license, you may encounter pushed assignments within your account. These are assignments that administrators send directly to your students.

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What Is Delta in Math? Here’s Everything You Need to Know

Welcome to our beginner-friendly guide to the delta symbol (Δ) in math! Learn about its background, how it’s used in various math subjects, and take a short quiz to test your knowledge.

What is Delta in Math?

Delta, represented by symbols Δ (uppercase delta) and δ (lowercase delta), is a fundamental math concept that students meet at various grade levels and in different branches of mathematics.

It helps us show changes or differences in relationships between numbers or shapes, and we can use it in algebra, geometry, calculus, and beyond.

Expand Your Knowledge:  What is a Factor in Math?

Where Did Delta Come From?

The delta symbol first appeared in ancient times and has since then traveled through history and across continents. Originating from the Phoenician letter “daleth” or “delt” meaning “door,” the delta symbol (Δ, δ) found its place in the ancient Greek alphabet as the fourth letter.

While the earliest usage of the delta symbol in mathematics is uncertain, it became standardized during the 18th and 19th centuries. Prolific mathematicians of their time, such as Leonhard Euler and Augustin-Louis Cauchy, used delta in their works on calculus and most likely set the stage for its adoption across various branches of mathematics.

How Do We Use Delta in Math?

In math, both uppercase (Δ) and lowercase delta (δ) mostly represent change or difference. The versatility of this symbol allows mathematicians to use it as a marker for variations in quantities, functions, or geometric properties.

Here are several common applications of the delta symbol across various math branches:

Delta in Algebra: Discriminant

In algebra, the discriminant, represented as uppercase delta (Δ), is a value calculated from the coefficients of a quadratic equation . It is used to determine the nature of the solutions to the equation.

• If Δ is greater than zero, the equation has two distinct real roots
• If Δ equals zero, it has one real root
• If Δ is less than zero, it has no real roots

The discriminant provides a quick way to understand whether a quadratic equation has solutions and, if so, how many, without having to graph the equation.

In algebra, a quadratic equation has the general form:

ax 2  + bx + c = 0

Here, a   and b   are coefficients, c   is a constant, x   is a variable.

The discriminant, denoted by Δ, is calculated using the formula:

Δ = b 2 - 4ac

Let’s say we have the quadratic equation 2x 2 + 3x - 2 = 0 . We can identify the coefficients and the constant as follows: a = 2, b = 3, c =  -2

Now, we can calculate the discriminant: 

Δ = (3) 2 - 4(2)(-2)

Since the discriminant is greater than zero (Δ > 0), this means the quadratic equation has two distinct real roots.

If you’re ready to take your math skills to the next level, see how Mathnasium works with advanced math students .

Delta in Calculus: Partial Derivatives

In calculus, the delta symbol takes on another important role, particularly in relation to partial derivatives.

The derivative of a function  measures the smallest, near-zero changes in one variable, represented by the letter “d.”

Partial derivatives, on the other hand, focus on how a function changes in relation to specific variables while keeping other variables constant. In this case, we use the lowercase delta notation (δ) to indicate the partial derivative.

Let’s say we have a function  f (x, y) = x 2 + y.

We want to see f how changes with while keeping y   constant.

That’s where the delta symbol comes in. So, δf/δx (read as “delta f over delta x”) tells us exactly what we want to know; it’s a way to focus on how changes with without considering what’s happening with at that moment.

Here’s a simple word problem to illustrate how it works:

Let’s say you’re calculating the total cost of a picnic basket based on two factors: the number of sandwiches and the price of lemonade .

Your cost formula is:

C (n, p) = 2n + 3p

Here, n represents the number of sandwiches, and p represents the price of lemonade per bottle.

Question: 

How does the total cost change if the number of sandwiches increases while the price of lemonade remains constant?

Solution: 

To find out how the total cost changes with respect to the number of sandwiches (n) , while keeping the price of lemonade (p) constant, we calculate the partial derivative δC/δn .

Given C (n, p) = 2n + 3p , to find δC/δn , we differentiate C with respect to n while treating p as a constant: 

This means that the rate of change of the total cost with respect to the number of sandwiches is constant and equal to 2. So, for every additional sandwich , the total cost increases by $2, while keeping the price of lemonade constant.

Delta in Linear Algebra: Kronecker Delta

In advanced linear-algebra concepts, the Kronecker delta symbol, denoted by δij, indicates a correlation between two integral variables.

δij equals 1 when the two variables are equal and 0 when they are not equal. It is a valuable tool for expressing relationships between indices or variables in matrices, tensors, and other discrete systems.

Since the Kronecker delta involves advanced math, we’ll keep it at this for now.

Math Symbols Similar to Delta

Since the symbol’s appearance may sometimes seem misleading, it’s important to learn how to distinguish between delta and similar-looking math symbols. Here are a few that are commonly confused with delta:

In vector calculus, the nabla symbol (∇), also known as “del,” looks like an inverted delta and serves as an operator. Unlike delta (∆), which represents a change or a difference, the nabla symbol (∇) performs vector operations. It is used to determine the gradient of a function, the curl and divergence of a vector field, and other properties of multidimensional functions.

• Partial Derivative Operator (∂)

In calculus, the lowercase delta symbol δ has a counterpart known as the “partial derivative operator” and represented by the symbol “∂” which looks like a mirror-image of lowercase delta. We use the partial derivative operator to calculate the derivative of a function with multiple variables, focusing on how it changes with one variable while keeping the others constant.

Frequently Asked Questions About Delta in Math

Find answers to common questions about the meaning, uses, and significance of the delta symbol in various mathematical contexts.

1. Where did the delta symbol come from?

The delta symbol (∆) originated from the Greek alphabet and was derived from the Phoenician letter “daleth,” meaning “door.”

2. When did delta become a math symbol?

Though the exact time when the delta symbol was first used in math is not certain, it was notably used by 17th-century mathematician Gottfried Wilhelm Leibniz. The symbol became standardized in the 18th and 19th centuries, with mathematicians like Leonhard Euler and Augustin-Louis Cauchy adopting it into their work.

3. When do students start to use delta in math classes?

Students usually start using delta in math class during high school, but some may learn about it earlier, depending on their school’s curriculum.

4. Is delta used outside of math?

Yes, delta is also used in fields like science, engineering, and finance to represent changes or differences.

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