Our final #MakeoverMonday task this summer is also the most tragic, where tragedy is measured in wasted potential. There’s lots to love here. Lots to chew on. Lots to improve on. If you’ve tuned into this series this summer, you can probably anticipate 90% of “What I Did.” What would *you* do?

### Category: makeovermonday

**The Task**

This is another task from MathWorks 10.

**What Dave Major And I Did**

I don’t have any huge beef with this task. I like that students get to pick their own route. Those kind of self-determined moments are tough to come by in math class. Here, the buoys are pre-determined but students get to make their own path around them. So we get the motivation that comes with self-determination but feedback isn’t the chore it would be if students got to choose the placement of the buoys also.

**Establish a need for the bearing format**. We’re going to take a cue from the research of Harel, et al. Rather than just introducing the bearing format as the next new thing we’re doing in math class, we’ll put students in a position to see why it’s necessary.

**Offer an incentive for more practice.** We’re going to make it really easy and enticing for students to try different routes, learning more about degree measure and bearings with each new route they try.

**Raise the ceiling on the task.** Rather than moving along to another context and another question, let’s stay right here in this one and do more.

Show this image.

Ask students to write down some instructions that tell the boat’s blind skipper how to navigate around the buoys and return to its original position. Don’t let this go on all that long. Whenever we’d like students to learn new vocabulary or notation, it’s useful for them to experience what it’s like to communicate *without* that vocabulary and notation, if only briefly.

Write the notation “50 miles at 60Â° South of East” on the board and ask them what they think it means. After some brief theorizing, send them to this website where they can test out their theories.

Then they can create a series of bearings that carry them around the buoys.

We’ve timed the boat’s path. But this isn’t the kind of timing you find on timed multiplication worksheets that freaks kids out for no discernible benefit. The timer here gives students feedback on their routes. The feedback is also easy to remediate and change. Feel free to try again and do better than your previous time. Or, if you’re feeling competitive, perhaps you want to try for the best time in class. (Or the *worst* time. That isn’t simple.)

Move on to the next page where we give you a series of bearings and ask you where the boat will come to rest. I find it tough to get inside 10 miles worth of error here.

If we wanted to draw this out even further, we might have:

- featured multiple courses.
- let students create their own courses and challenge their classmates.

**What You Did**

- FrÃ©dÃ©ric Ouellet animated the boat in Geogebra. As with the work of a lot of expert Geogebraists, it seems as though the interesting mathematics is in
*making*the animations or the sliders and has been done by*the teacher*, not the student. - L Hodge offers another Geogebra applet, one that puts more of the math onto the student.
- Lindsay also asks her students to describe the path of the boat without yet knowing the vocabulary.

**2013 Aug 21**. It strikes me that some useful questions for provoking an understanding of degree measure would include:

- What do you think “-20Â° North of East” means? Is there another way to write it?
- What do you think “120Â° South of West” means? Is there another way to write it?

**2013 Aug 22**. And here’s Boat Race.

Too bad it isn’t #MakeoverMonday already because Dave Major’s work making over this task is really something to behold. What would you do with this and why would you do it?

As the summer winds down and #MakeoverMonday comes to an end, we’re going to crank up the difficulty around here. For the final three makeovers, I’ve commissioned work from some of the best people I know working in math, education, and technology: Dave Major, Evan Weinberg, and the team from Desmos.

**The Task**

This task is from McDougal Littell Middle School Math Course 1, 2005. [via Chris Robinson]

**What Dave Major & I Did**

TLDR: Here’s the 101questions page.

**Lower the floor.** The task currently jumps straight to the question of calculation. We should head in that direction but start with other interesting, easier questions also.

**Enable pattern-matching.** I could *tell* students what to look for here and how to approach the problem. I could show a few worked examples. For example, ones where:

- one boat’s time is a factor of the other. (eg. 2 seconds and 4 seconds.)
- the boats’ times are coprime. (eg. 3 seconds and 11 seconds.)
- the boats’ times have a common factor. (eg. 6 seconds and 10 seconds.)

Two problems there:

- Some students will need more than just three examples to determine a pattern.
- My
*selection*of those particular examples — that is, my decomposition of the entire solution space into just three categories — did a lot of the intellectual heavy lifting*for*my students. They need to decide on those three categories and come up with a rule that takes them all into account.

That isn’t to say I’d just “let them figure it out.” If a student just tries the first example and says, “It’s easy. It’s always the longer of the two times.” I can then say, “Great. But try that on several more examples and make sure it works.” (It won’t.) Or I can *suggest* one of the other two categories. But I’d rather not offer those categories before the student has even considered why she might *need* them, or even the fact that there *are* different categories.

**Raise the ceiling.** Our textbooks need fewer tasks and they need deeper tasks. The second fix would enable the first. Rather than jumping to another arbitrary context for another arbitrary example of cofactors, let’s stay in *this* context and extend it, developing the concept more for students who are ready for it.

**Prove math works.** It’s one thing to solve the original task for 150 seconds and find that answer in the back of the book. It’s another thing to *watch* the answer play out in front of you.

I’d ask students to watch this video.

I’d ask them, first, if they thought the boats would *ever* return to shore at the same time. The task gives that answer away but, me, I’d rather get every possible conception on the table so long as it doesn’t cost me too much time. “If you think they’ll return at the same time,” I’d then ask them, “write down how long you think it’ll take to see that happen.”

Then I’d send them over to Dave Major’s Shipping Route Simulator™. “Make up some boat time examples for yourself. Watch what happens. Make a table. Tables are useful for organizing data like this.” (We’ve intentionally set up the simulator so the domain maxes out at 10 minutes.) Then I’d tell them to pick two boat times and try to figure out what the answer will be before they check it by running the simulator. Whenever they’re ready, I’d ask them to tell me how long it’ll take the original boats to return to shore together and how they know.

I’d ask students who finished quickly:

- Could you create two boat times so that the boats would
*never*return to shore at the same time? Prove it. (Incidentally, this is one way I try to “be less helpful” — an expression that drives a certain set of math educators and mathematicians up the wall. Why give away the fact that the boats*have*to meet again?*That’s an interesting question.*Don’t be so helpful.) - What if you had three boats? Four?
- What if the boats didn’t have whole number shipping times? What if one boat made its route in 2.5 minutes and another boat made it in 8 minutes?

Then I’d show the answer:

**What You Did**

In the preview post, most commenters seemed content to add elements to the word problem itself —Â adding a sentence about refueling schedules for motivation or turning the whole thing into a debate between two people about whether or not the boats will both return within the hour.

I’m sure that’ll have some effect on motivation and cognition but I’m not sure how *large* of an effect it’ll have or in which direction.

**William Carey** took a different approach:

I wonder whether a video of two bouncing balls or two oscillating springs or two swinging metronome hands would capture the idea of factoring to figure out when two cyclic phenomena will be in sync? That seems like it’s the perplexing bit of the problem.

**Jim Pardun**:

It reminds me of sitting in the left hand turn lane trying to figure out how often the turn signals will match up on the cars.

Not for nothing, I gave Jim’s example a shot some time ago and abandoned it. With most cars, the frequencies are so close that they converge again rather quickly. Part of the appeal with the ships is that it takes *a really long time* for them to converge.

If you’d like to see what goes into my rubbish bin, here’s what would have been “Turn Signals,” with two cars, three cars, and eleven cars.

**2013 Aug 13**. I don’t say this enough, but students should walk away from this lesson with a definition of “coprime” and “cofactor” written in their notes and, more ideally, stuck in their heads. Those definitions should come in the *debrief* of this conceptualizing activity, though, not in its introduction.

**2013 Aug 22**. And here’s Shipping Routes.

This one is from Chris Robinson, who’d better produce some kind of makeover after passing the buck on to the rest of us. For my part, for these final three makeovers, I’ll be asking myself, “What could this task look like if every student had a laptop, desktop, or tablet computer?”