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One day, when a Lion was asleep, a little Mouse began running up and down upon him, this soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him. The Lion was so tickled at the idea of the Mouse being able to help him, that he lifted up his paw and let him go. Some time after the Lion was caught in a trap, and the hunters who desired to carry him alive to the King, tied him to a tree while they went in search of a waggon to carry him on. Just then the little Mouse happened to pass by, and seeing the sad plight in which the Lion was. The mouse went up to him and soon gnawed away the ropes that bound the King of the Beasts. "Was I not right?" said the little Mouse.

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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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3. a Ant

4. E e Elephant

5. I i Ice cream

6. O o Orange

7. U u Umbrella

9. B b Banana

10. C c Cat

11. D d Dog

12. F f Frog

13. G g Giraffe

14. H h Heart

15. J j Jump

16. K k K I T E

17. L l Lamp

18. M m Mom

19. N n Nurse

20. P p Pig

21. Q q Queen

22. R r Robots

23. S s Sponge

24. T t Train

25. V v Vine

26. W w Worm

27. X x X Y L O P H O N E

28. Y y Yoyo

29. Z z Zebra

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