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The students in a 9th grade math class represent a wide range of socioeconomic backgrounds, including some whose families have experienced a recent change in job status as a result of the downturn in the economy. The teacher of this class wants to develop a unit of study on how to manage household finances. Which of the following would be the teachers best strategy for planning instruction to accommodate the variety of economic backgrounds? A. Surveying students and grouping them for instructional lessons on finance according to household income. B. Working individually, as much as possible, with students experiencing economic stress at home. C. Targeting instruction to focus on other international societies and how they manage household finances. D. Using many different domestic scenarios when studying household economics.

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