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• Understand and explain why high-rise buildings present a difficult and different fire problem for firefighters, including the unique fire behavior problems that may be encountered in a high-rise fire • Recognize the difference in construction methods of high-rise buildings and explain how different construction materials and designs impact fire behavior in these buildings • Describe the fire fighting strategies and tactics used to locate, confine, and extinguish high-rise fires • Describe the special problems that may be encountered on high-rise fires such as communications issues, the stack effect, ventilation concerns, evacuation issues, and elevator control • Describe and explain the purpose of the special fire protection equipment which may be found in high-rise buildings • Describe when a stairwell support system may be needed

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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