The study determined whether the use of differentiated instructional material maximized students’ performance in Mathematics. It also revealed the validation of the instructional material patterned on differentiated instruction and the learning style of the students. The learning styles of the students were classified as visual, aural, linguistic, and kinesthetic. The instructional material patterned on differentiated instruction was validated in terms of usability, aesthetic value, consistency, objective, content, development, and evaluation. The study also determined the difference in the students’ performance based on the pretest and posttest. Using the one group pretest and posttest design, 40 Grade 7 students from Mamplasan National High School were subjected to differentiated instruction. Thirty-five Math teachers from Cluster 4 of the Division of Biñan City validated the instructional materials. Interesting findings from the study include: 30% of the students were visual learners, 27.5% were aural learners, 22.5% were read/ write learners and the remaining 20% were kinesthetic learners. It was concluded that there is a significant difference in the mean level of the students’ performance in terms of their pretest and posttest and there is a significant effect on differentiated instruction and the students’ performance in terms of their pretest and posttest.