Why Didn't I Think of That?

I've struggled with how to manage differentiation with contextual math problems.  So many issues, both managerial and academic, can stem from numbers that are either too easy or are too hard.  It can be a dilemma for sure - one that can make me want to pull out my hair at times.


Do I have extra number sets mindful for kids who need them and just jot them in their math journal as I'm observing who needs easier or more challenging numbers?

Do I type the same contextual problem three times but with different number sets and then personally deliver them to specific kids?

I've tried both options, and for various reasons, they just don't flow and work as smoothly as I'd like.

I just bought this book and found an answer I can live with.  It was one of those, "Like why didn't I think of this?" moments.  This is how my contextual problems look now.  

The popcorn ladies popped (10, 26, 78) bags of popcorn.  They sold (5, 15, 45).  How many bags did they have left?

I found that some kids need a little guidance as to which numbers to choose, but even so, this is night and day easier to manage than anything I tried before.  You might give it a go and see if it saves you a few hairs too.