Mathematics teachers, are always making and remaking their curricula to better serve the needs of their students. Sometimes, these revisions happen while they are teaching a new task. At other times, as they grow in their thinking, they become aware that some of the tasks they've used for years--and might even name as favorites for their potential to be mathematically productive for students--are problematic in nature. They may become aware of how the context is outdated, offensive, or just irrelevant to their students' lived experiences. Regardless of whether the task is one they have used multiple times or just once, they need a way to revise tasks to mitigate the harm inflicted by the context, while keeping the content relevant to the learning goal. In this article, the authors share a framework for how they have altered tasks in an effort to continually improve their teaching practice and better support our students.