Learners in adult education classrooms have widely disparate intake scores and mathematical problem-solving skills. Serving students in a mixed-ability, open-enrollment classroom is a challenge for teachers. This workshop explores how to plan for differentiation without separating students into ability levels. Rather, instructors create a learning environment where all students engage with one high-cognitive-demand task regardless of their prior knowledge or experience in mathematics. Push and support cards allow students who are ready to be challenged further to have that extension, while allowing students who need to make connections and build understanding to have that support. This instructional strategy enables educators to provide students with the space to work at their own pace on a shared math problem, taking the task to the level that is just right for each learner.