As for customizing curriculum, one example I've used is adapting textbook materials by removing non-essential wordy explanations and supplementing them with real-world applications relevant to students' interests (e.g., calculating basketball stats, using ratios to adjust recipes). These types of contextualized tasks increase motivation and help bridge abstract math to everyday experiences. From the reading Differentiation through Flexible Grouping (Ford, 2005), one technique that resonated with me is using flexible grouping arrangements based on task type and instructional goals. In my classroom, I use short-term groupings for warm-up activities, which change daily and allow students to regularly interact with different classmates. These groups are purposefully mixed by gender and academic level, fostering peer learning and promoting equity. For longer-term summative projects, I allow students to choose their own groups, as I've found that comfort and affinity can significantly enhance collaboration and productivity over time. These projects usually last for several weeks and require sustained cooperation, so student voice in group selection helps set the stage for success. Overall, adapting both materials and grouping strategies has helped me create a classroom culture where all students feel included, challenged, and capable of success in math. part 2 now combine both parts 1 and 2 are reply to this discussion post with a complementary but concise reply w/ intext citation