Differentiation provides one method by which teachers can provide appropriate challenges at appropriate levels for all learners in a heterogeneously grouped mathematics classroom, where the range of abilities and interests can be wide. This article considers a heterogeneously grouped high school geometry class where differentiation is practiced. Students who demonstrated mastery of the concepts and skills still under study are invited to move into a differentiated option closely linked to the current class material. Three differentiation opportunities are presented and discussed. The first opportunity is an extension and application of current class work. The second is an investigation of open-ended questions. The third is a consideration of student-selected problems. Each provides content, process, and product differentiation.
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