General Chemistry I is known as a STEM (Science, Technology, Engineering, Mathematics) gatekeeper, often playing a role in determining students' STEM college pathways and their career prospects. However, there have been recent efforts to transform General Chemistry I from a gatekeeper course into a gateway course by implementing equity approaches. A promising equity approach has been to address incoming preparation disparities for students taking General Chemistry I. In order to create an equitable classroom environment that can accommodate students with incoming preparation disparities, it is crucial to scaffold problem-solving practices. Scaffolding problem-solving practices entails providing students with the tools needed to plan, execute, and reflect on their approaches to solving problems. The following activity illustrates how this problem-solving template can be adapted for General Chemistry I to support students with incoming preparation disparities. To show efficacy of the problem-solving template, we present students' evaluation of the problem-solving template as well as an example of a student using the problem-solving template. Findings from this activity can be applied directly to general chemistry and other STEM courses broadly.