In almost every real classroom, students arrive at wildly different starting points, so a single task pitched at one level will bore some students and overwhelm others. Differentiation does not mean writing a separate lesson per student -- it means adjusting one of three things: the content (easier or richer source material), the process (more scaffolding, like worked examples, versus more independence), or the product (what students produce to show learning, such as a short answer versus a full explanation). A practical, low-prep approach is the tiered task: everyone works toward the same core objective, but the entry point and stretch differ -- for example, all students solve word problems, but struggling students get numbers pre-organized in a table while advanced students get an extra problem with no scaffolding at all.