This study employed student choice and tiered worksheets as strategies of differentiated instruction on Quadratic Equations in addressing students' non-compliance with assignments in a flipped classroom. In each lesson, students choose among the instructional materials with guide questions to assist them in focusing on key areas during the asynchronous activities as homework. Tiered worksheets were administered in face-to-face classes based on students' readiness as reflected in pre-assessment results. Data from tiered worksheets show students' mastery levels and student engagement in online class instruction and in-class tasks. Additionally, there is a significant difference between pre-assessment and summative assessment percentage scores with a substantial effect size, implying improved student performance in solving quadratic equations.