Differentiation in the Maths Classroom

Rob Vingerhoets

One of the greatest challenges we face as teachers—no matter the subject or age group—is catering to the wide range of abilities in our classrooms. Whether you're teaching a straight grade, a composite class, or a multi-age group, differentiation is a constant reality. And that spread of ability? It’s often around four years, sometimes even more—yes, even in Foundation to Year 2 settings!

It’s easy to feel overwhelmed by this, but rather than getting stuck in frustration, we can take action. Thankfully, there's a simple yet powerful approach that can help: using open-ended tasks consistently and effectively.

Why Open-Ended Tasks?

Open-ended tasks are a great way to manage the diverse range of learners in any classroom. Instead of trying to design three different activities or worksheets for three different groups, open-ended tasks allow one single task to meet every student where they are. It's efficient, it's effective, and most importantly—kids love it.

There’s no need for hours of extra planning or printing. Just one well-designed open-ended task can engage all students, support deep thinking, and make differentiation feel manageable.

Two Types of Open-Ended Tasks

In our Maths Essentials series, we’ll be exploring two key types of open-ended tasks:

• Open-ended problems

• Open-ended activities

They fall under the same umbrella, but each has unique qualities. Check out the videos below on T2L TV and we’ll break down the difference between the two and show how they can both support differentiation in your classroom.

 Problem-Solving Strategies for Young Learners

When solving this open-ended problem, students can choose from a variety of strategies, depending on their preference and ability:

1. Draw a Diagram

Encourage kids to draw quick diagrams—not full-blown illustrations! A few coloured circles to represent strawberry and lime lollipops is all it takes. This visual approach helps them explore different combinations without overthinking.

2. Make a Model

Using red and green counters (or any manipulatives), students can build physical models of the lolly bag. A ten frame works really well here—it's concrete, visual, and tactile.

3. Write an Equation

Some students might be ready to represent their thinking with a number sentence. For example:
5 (strawberry) + ? (lime) = 10
This introduces algebraic thinking in a simple and accessible way.

4. Guess and Check

Encourage kids to make a guess (e.g. 4 strawberry, 6 lime) and then check if it adds up to 10. If it doesn’t, that’s okay! They’re learning from the process.

5. Make a Table

This is a great way to explore all the possible combinations. One column for lime, one for strawberry, and one for the total. Students can quickly see patterns and structure in their thinking.

Why It Works

These strategies give students ownership over their learning. They can choose how to approach the problem, collaborate with peers, and explain their thinking. For teachers, it means less time prepping multiple worksheets and more time engaging with student thinking.

Even more, this method develops mathematical reasoning, communication, and creativity—all essential skills in the early years and beyond.

A Tip for Teachers: Let Them Pick Their Strategy

To help students engage more deeply, show a quick example of each strategy—a little "sniff" of what it looks like. Then, let them choose the one that suits them best. Some might love using counters; others might prefer drawing or writing equations. This choice is empowering, and it supports a growth mindset.

Remember, differentiation doesn’t have to be complicated. With open-ended tasks, you can meet your students where they are—and take them further.