The Ohm’s Law inquiry activity was the students’ first encounter with circuits and a return to mathematical reasoning that hadn’t been used in several weeks. Before the activity, I collected formative data from class discussions, whiteboard group work, and prior activities to gauge my students’ preparedness for the activity. Conceptual confusion with circuits, mathematical proficiency, linguistic proficiency, and attention deficits were specific needs I would need to address when scaffolding students for this activity. With those in mind, I intentionally designed groups and differentiated roles to address students’ needs. Students who required active engagement to keep attention were given the “Electrician” role; they were responsible for building circuits and using the multimeter. The “Communicator” role was given to students who required further linguistic development, and students with stronger mathematical proficiency were chosen to be the “Mathematicians”. This structure distributed the cognitive load across the entire group ensuring all students were supported and appropriately challenged uniquely by the activity.