How to Differentiate Maths for a Mixed-Ability Class

You can't teach 25 different maths lessons. But you also can't teach one lesson if half the class is lost and half is bored. The solution isn't separate curricula—it's structured variation within the same core task.

Task: "Solve word problems involving addition and subtraction."

Scaffold variations:

• Emerging: Picture cards, counters, pre-written number sentences: "There are 5 apples and 3 oranges. How many pieces of fruit altogether? 5 + 3 = ___"
• Developing: Written word problems with numbers under 20: "Sam has 12 stickers. He gives away 5. How many does he have left?"
• Extending: Multi-step problems with numbers beyond 100: "A shop sold 47 red pens and 38 blue pens. How many pens in total? If they started with 100 pens, how many are left?"

All students solve problems. The cognitive load shifts based on readiness.

Don't lock students into "bottom group" and "top group" all year. Group flexibly based on the current concept. A student might be developing in addition but advanced in geometry. Group accordingly for each unit.

Station 1 (With You): Guided small-group teaching. You work intensively with students who need explicit, step-by-step instruction.

Station 2 (Practice): Students apply the taught strategy with scaffolds (manipulatives, visual prompts, worked examples).

Station 3 (Depth): Extension and problem-solving. Students who've mastered the concept explore variations, patterns, or real-world applications.

Rotate through. 15 minutes at each. You work with small groups while others work independently.

Identify students who'll struggle with next week's concept. Meet with them briefly before whole-class teaching to pre-teach key vocabulary and ideas. When you teach the class, they've already heard it once and are more likely to access it.

An anchor task is engaging work students can do independently when they finish the main task. It should be substantive (not busy work) and related to the concept but not essential.

Example: "Create your own word problem using addition. Write it down and solve it. Can a friend solve your problem?"

This prevents the pacing problem: advanced students aren't bored waiting for others, and others aren't rushed.

Same task, but your questions to each student vary:

• To an emerging student: "What do you know? What do you need to find?"
• To a developing student: "How could you solve this? Would a picture help?"
• To an advanced student: "Is there a pattern? Could you solve this in a different way?"