ATL Skill Indicators: Page 1Communication: Give and receive meaningful feedback Use intercultural understanding to interpret communication Use variety speaking techniques to comm. w/ a variety of audiences Use appropriate forms of writing for diff. purposes and audiences Use a variety of media to communicate with a range of audiences Interpret and use effectively modes of non-verbal communication Negotiate ideas and knowledge with peers and teachers Participate in, and contribute to, digital social media networks Collaborate with peers & experts using variety digital environ. and media Share ideas with multiple audiences using variety digital environment/media Read critically and for comprehension Read a variety of sources for information and for pleasure Make inferences and draw conclusions Use and interpret a range of discipline-specific terms and symbols Write for different purposes Understand and use mathematical notation Paraphrase accurately and concisely Preview and skim texts to build understanding Take effective notes in class Make effective summary notes for studying Use a variety of organizers for academic writing tasks Find info for inquiries, using a variety of media Organize and depict information logically Structure information in summaries, essays and reports

Collaboration: Use social media networks to build and develop

relationships Practise empathy Delegate and share responsibility for decision-

making Help others to succeed Take responsibility for one’s own actions Manage and resolve conflict, and work

collaboratively in teams Build consensus Make fair and equitable decisions Listen actively to other perspectives and ideas Negotiate effectively Encourage others to contribute Exercise leadership and take on a variety of roles

within groups

Information Literacy: Collect, record and verify data Access information to be informed and inform others Make connections between various sources of information Understand benefits/limitations of personal sensory learning preferences when accessing/processing/recalling information Use memory techniques to develop long-term memory Present information in a variety of formats and platforms Collect & analyse data to identify solutions & make informed decisions Process data and report results Evaluate and select information sources and digital tools based on their appropriateness to specific tasks Understand and use technology systems Use critical-literacy skills to analyse and interpret media communications Understand and implement intellectual property rights Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions Identify primary and secondary sources

Media Literacy: Locate, organize, analyse, evaluate, synthesize and ethically use info. from variety of sources and media (including digital social media and online networks) Demonstrate awareness of media interpretations of events and ideas (including digital social media) Make informed choices about personal viewing experiences Understand impact of media representations and modes of presentation Seek a range of perspectives from multiple and varied sources Communicate information and ideas effectively to multiple audiences using a variety of media and formats Compare/contrast & draw connections btw (multi)media resources

Organization: Plan short- and long-term assignments; meet

deadlines

Give and receive meaningful feedback Advocate for one’s own rights and needs

Create plans to prep for assessments (exams and perform.)

Keep and use a weekly planner for HW Set goals that are challenging & realistic Plan strategies/take action for personal and

academic goals Bring necessary equip. & supplies to class Keep organized and logical system of info

files/notebooks Use appropriate strategies for organizing

complex info Understand and use learning styles Select and use technology effectively and

productively

ATL Skill Indicators: Page 2Critical Thinking: Practise observing carefully in order to recognize

problems Gather and organize relevant information to

formulate an argument Recognize unstated assumptions and bias Interpret data Evaluate evidence and arguments Recognize and evaluate propositions Draw reasonable conclusions and generalizations

Test generalizations and conclusions Revise understanding based on new information

and evidence Evaluate and manage risk Formulate factual, topical, conceptual and

debatable questions Consider ideas from mult. perspectives Develop contrary arguments Analyse complex concepts and projects into their

constituent parts and synthesize them to create new understanding

Propose & evaluate a variety of solutions Identify obstacles and challenges Use models and simulations to explore complex

systems and issues Identify trends and forecast possibilities Troubleshoot systems and applications

Creative Thinking: Use brainstorming and visual diagrams to

generate new ideas and inquiries Consider mult. alternatives, including unlikely or

impossible Create new solutions to authentic prob. Make unexpected or unusual connections btw

objects and/or ideas Design improvements to existing machines,

media and technologies Design new machines, media and technologies Make guesses, ask “what if” questions and

generate testable hypotheses Apply existing knowledge to generate new ideas,

products or processes Create original works and ideas; use existing

works and ideas in new ways Practise flexible thinking—develop multiple

opposing, contradictory and complementary arguments

Visible thinking strategies & techniques Generate metaphors and analogies

Transfer: Use effective learning strategies in subject

groups and disciplines Apply skills/know. in unfamiliar situations Inquire diff. contexts to gain a diff. POV Compare conceptual understanding across

multiple disciplines Make connections between subject groups and

Reflection: Develop new skills, techniques and strategies for

effective learning Identify strengths and weaknesses of personal

learning strategies (self-assessment) Demonstrate flexibility in the selection and use of

learning strategies Try new ATL skills and evaluate their

effectiveness Consider content –  What did I learn about today? –  What don’t I yet understand? –  What questions do I have now? Consider ATL skills development –  What can I already do?

– How can I share my skills to help peers who need morepractice?

–  What will I work on next? Consider personal learning strategies

– What can I do to become a more efficient and effectivelearner?

– How can I become more flexible in my choice of learningstrategies?

–  What factors are important for helping me learn well? Focus on the process of creating by imitating the

work of others Consider ethical, cultural and environmental

implications Keep a journal to record reflections

Affective: Mindfulness– Practise focus and concentration– Practise strat. to develop mental focus – Practise strat. to overcome distractions – Practise awareness of body–mind connections Perseverance– Demonstrate persistence and perseverance – Practise delaying gratification Emotional management– Practise strategies to overcome impulsiveness

and anger – Practise strategies to prevent and eliminate

bullying – Practise strat. to reduce stress & anxiety Self-motivation– Practise analysing and attributing causes for

failure – Practise managing self-talk – Practise positive thinking Resilience– Practise bouncing back after

adversity/mistakes/failures – Practise “failing well” – Practise dealing with unmet expectations

disciplines Combine knowledge, understanding and skills to

create products or solutions Transfer current knowledge to learning of new

technologies Change the context of an inquiry to gain different

perspectives

Practise dealing with change

Key Concepts: (pick only one)Aesthetics deals with the characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.

Change is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.

Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common 'language' (which may be written, spoken or non-verbal).

Communities are groups that exist in proximity defined by space, time or relationship. Communities include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.

Connections are links, bonds and relationships among people, objects, organisms or ideas.

Creativity is the process or ability to make or produce something new and original, often characterized by the use of imagination or divergent thinking. It may be evident in the process as well as the outcome, solution or product.

Culture encompasses a range of learned and shared beliefs, values, interests, attitudes, products, ways of knowing and patterns of behaviour created by human communities. The concept of culture is dynamic and organic.

Development is the act or process of growth, progress or evolution, sometimes through iterative improvements.

Form is the shape and underlying structure of an entity or piece of work, including its organization, essential nature and external appearance.

Global interaction focuses on the connections among individuals and communities, as well as their relationships with built and natural environments, from the perspective of the world as a whole.

Identity is the state or fact of being the same. It refers to the particular features which define individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or it can be constructed, asserted, and shaped by external and internal influences.

Logic is a method of reasoning and a system of principles used to build arguments and reach conclusions.

Perspective is the position from which we observe situations, objects, facts, ideas and opinions. Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple

Relationships are the connections and associations between properties, objects, people and ideas-including the human community's connections with the world in which we live. Any change in relationship brings consequences-some of which

representations and interpretations. may occur on a small scale, while others may be far reaching, affecting large networks and systems like human societies and the planetary ecosystem.

Systems are sets of interacting or interdependent components. Systems provide structure and order in human, natural and built environments. Systems can be static or dynamic, simple or complex.

Time, place and space The intrinsically-linked concept of time, space and place refers to the absolute or relative position of people, objects and ideas. 'Time, place and space' focuses on how we construct and use our understanding of location (“where” and “when”).

IB Assessment Criteria: (grades 9-10; abbreviated)

Language & Literature Individuals & SocietiesA: Analysingi. analyse content, language, structure, etc.ii. analyse the effects of the creator’s choicesiii. justify opinions, ideas, examples, etc.iv. evaluate similarities/differences in texts.

B: Organizingi. employ organizational structuresii. organize opinions and ideas in a sustained, coherent and logical manneriii. reference and format effectively.

A: Knowing and understandingi. use a wide range of terminology in contextii. demonstrate understanding of content and concepts through developed descriptions, explanations and examples.

B: Investigatingi. write clear, focused research questionii. follow plan to investigate researchiii. use effective research methodsiv. evaluate the research process and results.

C: Producing texti. produce texts with insight while exploring and reflecting critically on new perspectivesii. make effective stylistic choices of linguistic, literary and visual devicesiii. select relevant details to develop ideas.

D: Using languagei. appropriate/varied vocabulary & syntaxii. match register and style to context/intentiii. use correct grammar and punctuationiv. spell, write and pronounce with accuracyv. appropriate non-verbal communication.

C: Communicatingi. communicate ideas effectively using an appropriate style for the audience/purposeii. structure info. for a specified formatiii. document sources of information using a recognized convention.

D: Thinking criticallyi. discuss concepts, issues, models, theoriesii. synthesize info to make valid argumentsiii. analyse and evaluate a wide range of sources/dataiv. interpret different perspectives.

Language Acquisition ScienceA: Comprehending spoken/visual texti. identify basic facts, messages, main ideas and supporting details in everyday situationsii. identify ideas, opinions and attitudes and by response to

B: Comprehending written/visual texti. identify main ideas and supporting detailsii. recognize format, style, and purposeiii. identify ideas, opinions and

A: Knowing and understandingi. explain scientific knowledgeii. apply sci. knowledge to solve problemsiii. analyse/evaluate info to make scientifically supported

B: Inquiring and designingi. explain a problem for sci. investigationii. formulate and explain testable hypothesisiii. explain variables and data collection type

spoken/visual text. attitudes by response to written/visual text.

judgments. iv. design scientific investigations.

C: Responding to spoken, written and visual texti. respond appropriately to simple phrasesii. interact in rehearsed exchangesiii. use basic phrases to communicate ideas, feelings and info. on a variety of topicsiv. communicate with a sense of audience.

D: Using lang. in spoken/written formi. write/speak with range of vocabulary, structures and conventions when speakingii. use clear pronunciation and intonationiii. organize info and use a range of basic cohesive devicesiv. use language to suit the context.

C: Processing and evaluatingi. present collected and transformed dataii. interpret data and explain resultsiii. evaluate the validity of a hypothesis based on the outcome of investigationiv. evaluate the validity of the methodv. explain improvements to the method.

D: Reflecting on the impacts of sciencei. explain the ways in which science is applied and used to address problemii. discuss implications of science and its application in solving a specific problemiii. apply scientific language effectivelyiv. document the work/sources of info.

IB Assessment Criteria: (grades 9-10; abbreviated)

Math ArtA: Knowing and understandingi. select appropriate math to solve problemsii. apply the selected mathematics successfully when solving problemsiii. solve problems correctly in both familiar and unfamiliar situations.

B: Investigating patternsi. select and apply mathematical problem-solving techniques to discover patternsii. describe patterns as general rules consistent with findingsiii. prove, or verify and justify, general rules.

A: Knowing and understandingi. demonstrate understanding of art form studied: concepts, processes, and termsii. demonstrate an understanding of the role of art form in original/displaced contextsiii. use acquired knowledge to inform artistic decisions in the process of creating artwork.

B: Developing skillsi. demonstrate the acquisition and development of the skills and techniques of the art form studiedii. demonstrate the application of skills and techniques to create, perform and/or present art.

C: Communicatingi. use appropriate math language (notation, symbols and terminology) orally/writtenii. present info w/ proper math formsiii. move between different forms of mathematical representationiv. communicate coherent math reasoningv. organize info using a logical structure.

D: Applying math in real-life contextsi. identify relevant elements of authentic real-life situationsii. use appropriate strategies to solve real-life situationsiii. apply strategies successfully to solveiv. justify the accuracy of a solutionv. justify whether a solution makes sense in the context of the real-life situation.

C: Thinking creativelyi. develop a feasible, clear, imaginative and coherent artistic intentionii. demonstrate a range and depth of creative-thinking behavioursiii. demonstrate the exploration of ideas to shape artistic intention through to a point of realization.

D: Respondingi. construct meaning and transfer learning to new settingsii. create an artistic response which intends to reflect or impact on the world around themiii. critique the artwork of self and others.

Physical & Health Education DesignA: Knowing and understandingi. explain physical health education factual, procedural and conceptual knowledgeii. apply physical/health knowledge to solve problems in familiar/unfamiliar situationsiii. apply physical and health terminology effectively to communicate understanding.

B: Planning for performancei. design, explain and justify plans to improve physical performance and health.ii. analyse and evaluate the effectiveness of a plan based on the outcome.

A: Knowing and understandingi. demonstrate understanding of art form studied: concepts, processes, and termsii. demonstrate an understanding of the role of art form in original/displaced contextsiii. use acquired knowledge to inform artistic decisions in the process of creating artwork.

B: Developing skillsi. demonstrate the acquisition and development of the skills and techniques of the art form studiedii. demonstrate the application of skills and techniques to create, perform and/or present art.

C: Applying and performingi. demonstrate and apply a range of skills and techniques effectively.ii. demonstrate and apply a range of strategies and movement concepts.iii. analyse and apply information to perform effectively.

D: Reflecting & improving performancei. explain and demonstrate strategies to enhance interpersonal skills.ii. develop goals and apply strategies to enhance performance.iii. analyse and evaluate performance.

C: Thinking creativelyi. develop a feasible, clear, imaginative and coherent artistic intentionii. demonstrate a range and depth of creative-thinking behavioursiii. demonstrate the exploration of ideas to shape artistic intention through to a point of realization.

D: Respondingi. construct meaning and transfer learning to new settingsii. create an artistic response which intends to reflect or impact on the world around themiii. critique the artwork of self and others.

Related Concepts: pick 2 (3 max)Language & Literature:

audience imperatives, inter-textuality, setting, character, point of view, structure, context, purpose, style, genres, self-expression, theme

Mathematics:

change, measurement, representation, equivalence, model, simplification, generalization, pattern, space, justification, quantity, system

Design:

adaptation, form, market and trends, collaboration, function, perspective, ergonomics, innovation, resources, evaluation, invention, sustainability

Language Acquisition: Phase 1-2

accent, form, patterns, audience, function, purpose, context, meaning, structure, conventions, message, word choice

Language Acquisition: Phase 3-4

audience, function, point of view, context, idiom, purpose, conventions, meaning, structure, empathy, message, word choice

Language Acquisition: Phase 5-6

argument, empathy, purpose, audience, idiom, stylistic choices, bias, inference, theme, context, point of view, voice

Physical & Health Education:

adaptation, environment, perspectives, balance, function, refinement, choice, interaction, space, energy, movement, systems

Visual Arts:

audience, genre, presentation, boundaries, innovation, representation, composition, interpretation, style, expression, narrative, visual culture

Performing Arts:

audience, genre, play, boundaries, innovation, presentation, composition, interpretation, role, expression, narrative, structure

Individuals & Societies: Economics

choice, growth, resources, consumption, model, scarcity, equity, poverty, sustainability, globalization, power, trade

Individuals & Societies: Geography

causality (cause & consequence), globalization, power, culture, management & intervention, processes, disparity & equity, networks, scale, diversity, patterns & trends, sustainability

Individuals & Societies: History

causality (cause & consequence), culture, innovation & revolution, civilization, governance, independence, conflict, identity, perspective, cooperation, ideology, significance

Sciences: Biology

balance, evidence, models, consequences, form, movement, energy, function, patterns, environment, interaction, transformation

Sciences: Chemistry

balance, evidence, models, conditions, form, movement, consequences, function, patterns, energy, interaction, transformation

Science: Physics

consequences, evidence, models, development, form, movement, energy, function, patterns, environment, interaction, transformation

ATL Skills: (abbreviated)Communication I.             Communication skills

Exchanging thoughts, messages and information effectively through interaction

How can students communicate through interaction?

Reading, writing and using language to gather and communicate information

How can students demonstrate communication through language?

Social 1 II.           Collaboration skillsWorking effectively with others How can students collaborate?

Self-management 1 III.         Organization skillsManaging time and tasks effectively How can students demonstrate

organization skills?1 IV.          Affective skillsManaging state of mind• Mindfulness• Perseverance• Emotional management• Self-motivation• Resilience

How can students manage their own state of mind?

1 V.            Reflection skills(Re)considering the process of learning; choosing and using ATL skills

How can students be reflective?

Research 1 VI.          Information literacy skillsFinding, interpreting, judging and creating information

How can students demonstrate information literacy?

1 VII.        Media literacy skillsInteracting with media to use and create ideas and information

How can students demonstrate media literacy?

Thinking 1 VIII.      Critical thinking skillsAnalysing and evaluating issues and ideas How can students think critically?1 IX.          Creative thinking skillsGenerating novel ideas and considering new perspectives

How can students be creative?

1 X.            Transfer skills

Using skills and knowledge in multiple contexts

How can students transfer skills and knowledge across disciplines and subject groups?

Global Contexts:

Identities and relationships

Who am I? Who are we?

Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

Possible explorations to develop:

Competition and cooperation; teams, affiliation and leadership

Identity formation, self-esteem, status, roles and role models

Personal efficacy and agency; attitudes, motivations, independence; happiness and the good life

Physical, psychological and social development; transitions; health and well-being; lifestyle choices

Human nature and human dignity; moral reasoning and ethical judgment; consciousness and mind

Orientation in space and time

What is the meaning of "where" and "when"?

Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from

Possible explorations to develop:

Civilizations and social histories, heritage; pilgrimage, migration, displacement and exchange

Epochs, eras, turning points and "big history"

Scale, duration, frequency and variability

Peoples, boundaries, exchange and interaction

Natural and human landscapes and resources

personal, local and global perspectives. Evolution, constraints and adaptation

Personal and cultural expression

What is the nature and purpose of creative expression?

Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Possible explorations to develop:

Artistry, craft, creation, beauty

Products, systems and institutions

Social constructions of reality; philosophies and ways of life; belief systems; ritual and play

Critical literacy, languages and linguistic systems; histories of ideas, fields and disciplines; analysis and argument

Metacognition and abstract thinking

Entrepreneurship, practice and competency

Scientific and technical innovation

How do we understand the world in which we live?

Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities

Possible explorations to develop:

Systems, models,

methods; products, processes and solutions

Adaptation, ingenuity and progress

Opportunity, risk,

consequences and responsibility

Modernization,

industrialization and engineering

Digital life, virtual

environments and the Information Age

The biological revolution Mathematical puzzles,

and environments; the impact of environments on human activity; how humans adapt environments to their needs.

principles and discoveries

Globalization and sustainability

How is everything connected?

Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world- interconnectedness; the impact of decision-making on humankind and the environment.

Possible explorations to develop: Markets, commodities and

commercialization

Human impact on the environment

Commonality, diversity and interconnection

Consumption, conservation,

natural resources and public goods

Population and demography

Urban planning, strategy and infrastructure

Possible explorations to develop: Democracy, politics,

government and civil society

Inequality, difference and inclusion

Human capability and development; social

Fairness and development

What are the consequences of our common humanity?

Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.

entrepreneurs Rights, law, civic

responsibility and the public sphere

Justice, peace and conflict management

Power and privilege Authority, security and

freedom Imagining a hopeful future

Common Core Literacy Standards (grades 9-10; Abbreviated)Reading Speaking & ListeningR1. Cite the text and draw inferences to support your analysis.R2. Determine central idea and specific details; summarize objectivelyR3. Understand and analyze the sequence of events in a text.R4. Use context clues to determine new words, phrases, and meanings.R5. Analyze how authors’ claims are developed by specific sentences.R6. Determine the author’s point of view or purpose in a text.R7. Analyze how diff. mediums present various accounts of same topic.R8. Evaluate an argument’s claims based on its reasoning & evidence.R9. Compare/contrast two different texts on same topic.R10. Comprehend grade-level appropriate nonfiction texts.

SL1. Initiate and participate effectively in collaborative discussions.SL2. Come to discussion prepared & reference textual evidence.SL3. Work w/ peers to set rules for discussions & decision making.SL4. Pose & respond to relevant questions; clarify/verify/challenge ideas.SL5. Respond to diff. perspectives; qualify/justify views; revise views.SL6. Integrate mult. sources of info.; evaluate credibility of each source.SL7. Evaluate a speaker’s p.o.v., reasoning, evidence, logic, and rhetoric.SL8. Present info. clearly, concisely, logically so that audience can follow.SL9. Strategically use digital media (e.g. text, graphs, audio, interactive).SL10. Adapt speech to meet context and task; use formal lang. when appropriate.

Writing Standards for Language (e.g. grammar, conventions, etc.)W1. Write arguments specific to a given discipline (Math, Science, etc.). W1a. Include claims, sub-claims, counter-claims, reasons, & evidence. W1b. Include reasoning/evidence for both claim & counter-claim. W1c. Use phrases to show relationship between ideas (contrast, sub-topic, etc.). W1d. Use formal/objective style and proper conventions (grammar). W1e. Provide a concluding statement or section to support argument.W2. Write info/explanatory texts (e.g. historical event, procedures, etc.). W2a. Use topic sentence, headings, graphics, to show important ideas. W2b. Use relevant, well-chosen details/quotations/evidence to expand. W2c. Use varied transitional phrases to create cohesion between ideas. W2d. Use discipline specific vocabulary instead of general words.W3. [Varies from subject to subject.]W4. Produce clear, organized, developed text geared for a specific audience.W5. Plan, revise, edit, rewrite, & try new approach to meet audience’s needs.W6. Use tech. to produce/publish/update/link writing products.W7. Conduct short or sustained research projects to solve problems, synthesize multiple sources, and/or demonstrate understanding.W8. Effectively search for digital & print info.; integrate info. into text without plagiarizing.W9. Draw evidence from info. texts to support analysis/reflection/research.W10. Write routinely over extended and short time frames for a range of different tasks, purposes and audience.

L1. Demonstrate command of grammar and usage when writing/speaking. L1a. Use parallel structure. L1b. Use various types of phrases & clauses to add variety & interest.L2. Demonstrate command of capitalizations, punctuation, and spelling. L2a. Use semicolon or conjunctive adverb to link related independent clauses. L2b. Use a colon to introduce a list, quotation, or clarification. L2c. Spell correctly.L3. Use different forms of language in different contexts (grammar, register, formality). L3a. Write/edit using a style (e.g. MLA) appropriate for the discipline.L4. Determine/clarify meaning of unknown or words with mult. meanings. L4a. Use context clues to determine meaning of a word or phrase. L4b. Be able to correctly change parts of speech (e.g. analyze analysis). L4c. Consult reference materials (e.g. dictionaries/glossaries/thesauruses). L4d. Verify inferred meaning of words using a reference book.L5. Understand figurative lang., word relationships, and nuances of words. L5a. Interpret figure of speech (e.g. oxymoron) & analyze their role in text. L5b. Analyze different nuances in words with similar definitions.L6. Acquire & accurately use academic vocab and domain-specific words.

Common Core Mathematical Practices:1. Make sense of problems and persevere in solving them. (I can understand & solve

problems without giving up.)2. Reason abstractly and quantitatively. (I can think about numbers in many ways.)3. Construct viable arguments and critique the reasoning of others. (I can explain my

thinking and try to understand the thought process of others.)4. Model with mathematics. (I can show my work in many ways.)5. Use appropriate tools strategically. (I can use math tools and explain why I chose them.)6. Attend to precision. (I can problem solve carefully and check my work.)7. Look for and make use of structure. (I can use what I know to solve new problems.)8. Look for and express regularity in repeated reasoning. (I can solve problems by looking

for rules and patterns.)