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Differentiated worksheet generator

Generate three versions of one worksheet at once - working towards, expected standard and greater depth - all built on the same skill. The three below came from a single brief; read across them and you can see what changes (the size of the numbers, the number of steps) and what deliberately does not (the skill being assessed).

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Year 4 · Maths · “Long division with remainders”

One brief, three levels, seventeen pages, published unedited. The progression is visible in the numbers - the working-towards sheet keeps its divisors to a single digit and works its example through one step at a time - while the skill being assessed, long division with remainders, does not move.

Long Division with Remainders

Calculate each division carefully. Write remainders using r. Show your working in your exercise book, then solve the word problems.

Working towards

13 questions

  1. 1.65 ÷ 3 = ___ (21 r 2)
  2. 2.78 ÷ 4 = ___ (19 r 2)
  3. 3.93 ÷ 5 = ___ (18 r 3)
  4. 4.146 ÷ 3 = ___ (48 r 2)
  5. 5.235 ÷ 4 = ___ (58 r 3)
  6. 6.317 ÷ 5 = ___ (63 r 2)
  7. 7.428 ÷ 6 = ___ (71 r 2)
  8. 8.563 ÷ 7 = ___ (80 r 3)
  9. 9.749 ÷ 8 = ___ (93 r 5)
  10. 10.A school has 86 pencils. They are shared equally between 4 tables. How many pencils does each table get, and how many are left? (21 pencils each, with 2 pencils left)
  11. 11.A walking club walks 157 metres in equal sections of 5 metres. How many full sections can they walk, and how many metres are left? (31 full sections, with 2 metres left)
  12. 12.A café has 238 millilitres of juice. It pours the juice into bottles holding 6 millilitres each. How many full bottles can be filled, and how many millilitres are left? (39 full bottles, with 4 millilitres left)
  13. 13.A charity collects £3.75 in coins. It puts the money into equal groups of 8 pence. How many complete 8p groups can be made, and how many pence are left? (46 complete groups, with 7p left)

Expected standard

13 questions

  1. 1.57 ÷ 3 = ___ (19)
  2. 2.76 ÷ 4 = ___ (19)
  3. 3.95 ÷ 6 = ___ r ___ (15 r 5)
  4. 4.248 ÷ 3 = ___ r ___ (82 r 2)
  5. 5.132 ÷ 4 = ___ (33)
  6. 6.275 ÷ 5 = ___ (55)
  7. 7.346 ÷ 7 = ___ r ___ (49 r 3)
  8. 8.583 ÷ 6 = ___ r ___ (97 r 1)
  9. 9.927 ÷ 8 = ___ r ___ (115 r 7)
  10. 10.A school orders 158 pencils. They are shared equally between 4 classrooms. How many pencils does each classroom receive, and how many are left over? (39 pencils each, 2 pencils left over)
  11. 11.A charity has 275 grams of rice and fills bags with 6 grams in each bag. How many full bags can be filled, and how many grams are left? (45 full bags, 5 grams left)
  12. 12.A walking route is 643 metres long. It is marked with equal sections of 7 metres. How many complete sections can be marked, and how many metres are not in a complete section? (91 complete sections, 6 metres left)
  13. 13.A café has 918 millilitres of juice. It pours 8 millilitres into each sample cup. How many completely filled sample cups can it make, and how many millilitres are left? (114 completely filled cups, 6 millilitres left)

Greater depth

16 questions

  1. 1.847 ÷ 6 = ___ (141 r1)
  2. 2.2,936 ÷ 7 = ___ (419 r3)
  3. 3.5,824 ÷ 8 = ___ (728)
  4. 4.9,753 ÷ 4 = ___ (2,438 r1)
  5. 5.4,387 ÷ 9 = ___ (487 r4)
  6. 6.7,265 ÷ 6 = ___ (1,210 r5)
  7. 7.9,086 ÷ 7 = ___ (1,298)
  8. 8.15,432 ÷ 8 = ___ (1,929)
  9. 9.A school has 3,865 pencils. Pupils put 6 pencils into each pack. How many full packs can they make, and how many pencils are left over? (644 full packs and 1 pencil left over)
  10. 10.A coach is taking 451 pupils to a museum. Each minibus holds 7 pupils. What is the smallest number of minibuses needed? (65 minibuses)
  11. 11.A charity shares 2,875p equally between 8 teams. How many pence does each team receive, and how many pence remain? (359p per team and 3p remain)
  12. 12.Find the smallest whole number greater than 5,000 that leaves a remainder of 3 when divided by 8. Explain how you know. (5,003)
  13. 13.A science technician has 1,258 millilitres of solution and pours it equally into 5 bottles. How many whole millilitres go into each bottle, and how many millilitres remain? (251 millilitres per bottle and 3 millilitres remain)
  14. 14.A bakery has 4,175 grams of dough. It makes rolls using 9 grams per roll. How many complete rolls can be made, and how many grams of dough remain? (463 complete rolls and 8 grams remain)
  15. 15.A group buys a set of craft materials costing £3.68 and shares the cost equally between 7 pupils. How much does each pupil pay in whole pence, and how many pence are left? (52p each and 4p left)
  16. 16.A farm packs 238 apples into each of 6 crates. The apples are then shared equally into 7 market baskets. How many apples go into each basket? (204 apples)

Answers shown in brackets. All three tiers assess the same skill, so the class is doing one lesson - only the entry point moves.

All three levels with mark schemes (PDF)

This is what it prints

The same resource as the PDF download - the colour, the frame and the layout an HTML version cannot show you.

  • Cover

    Year 4 · Maths

    One brief, three levels, seventeen pages in a single file.

  • Working towards

    Year 4 · Maths

    The same topic re-pitched: single-digit divisors and the same fully worked example, one step at a time.

Tap a page to read it full size, or use the buttons above for the whole file.

What you get

Three levels that stay on the same skill

The three are generated as a set anchored to a shared spine, so they vary in difficulty rather than drifting into three loosely related worksheets that merely share a title. That drift is the usual failure of differentiated materials, and the reason writing three separately does not work.

One lesson, three entry points

Because all three assess the same skill, the class is still doing one lesson and the discussion afterwards still works. That is the difference between differentiating and handing out easier work.

Full worksheet quality at each level

Each level gets its own mark scheme, not just a shorter question list. The greater-depth sheet is not the expected-standard one with harder numbers, and the working-towards sheet is not the expected-standard one with questions removed.

Priced by what it makes

A set costs one generation per level, because it is one worksheet per level. Deselect a level and it costs less - if you only need working towards and expected standard, you pay for two.

How it works

  1. 1

    Describe the skill once

    You write one brief - topic, year group, subject - not three. 16 year groups from Nursery to further and higher education, across 16 subjects including English, Maths, Science, Geography, History and Modern Foreign Languages.

  2. 2

    Choose which levels you need

    Expected standard is always included; working towards and greater depth are optional. Most classes need all three, but a set of two is a legitimate and cheaper answer.

  3. 3

    Print three piles

    Hand out by group, by choice, or by what you saw in yesterday's exit ticket - and keep the sheets looking identical so nobody is labelled.

Level and access are different problems

The level changes how hard the task is. Adjustments change who can get at it: EAL support, SEND support and read-aloud versions apply on top of any level. A pupil can need one, the other, or both - which is why they are set separately rather than bundled into a single difficulty slider.

Questions

How is this different from generating three worksheets?
Three separate generations drift. Each re-interprets the topic and you end up with three worksheets sharing a title while assessing subtly different things - at which point the class is no longer doing one lesson. The three levels here are generated as a coordinated set anchored to a shared spine, so only difficulty varies.
What are the three levels?
Working towards, expected standard and greater depth, all pitched relative to the year group you set and all assessing the same core skill.
Can I get a progression inside one worksheet instead?
Yes - set difficulty to mixed on a standard worksheet and one sheet runs from scaffolded to greater depth across its sections. Use that when the class works from one handout; use the three levels when you want to hand different pupils different sheets.
How many generations does a set use?
One per level, since each level is a full worksheet with its own mark scheme. Three levels uses three; deselecting one brings it down to two. Expected standard is counted whether or not you tick it, because the set falls back to it for any level you leave out. Studio shows the cost before you start and will not let you begin a set your allowance cannot cover - which does mean a free account, with its 2 generations, cannot produce a full three-level set.

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