RQ.2 LEVEL 6 SOLVE LEVEL 5 I can use a range of PROBLEMS LEVEL 4 I can organize tools, strategies, LEVEL 3 important or methods to LEVEL 2 I can organize information about evaluate a problem I can organize important a problem, ask and its context, and LEVEL 1 important information about questions to better determine critical I can rephrase a information about a a problem, ask understand its resources for solving I can rephrase a problem in my own problem (e.g., using a questions to better context and its parts, it. problem in my own words and break it chart, table, or graph) understand its and identify a starting words, and try one down into phases, to help me identify context and its parts, point for solving it. I can choose strategies, way to solve it. steps, or parts. a starting point for and identify a starting tools, or methods solving it. point for solving it. I can choose to generate a novel With guidance, I can strategies, tools, approach or solution, try out a problem- I can try out at I can choose problem- or methods to experimenting with solving strategy least one problem- solving strategies develop a solution, ideas or lines of (e.g., tinker, look for solving strategy (e.g., to build a solution, experimenting with reasoning. patterns, visualize visualizing, tinkering, making changes ideas and/or lines of and draw it) to come pattern detection) to my approach if I reasoning. I can test my solution up with a solution. to begin testing a get stuck (e.g., solve in multiple ways to solution. a simpler problem, I can test my confirm the validity I can explain or show work backwards, solution and and accuracy of my my approach. With guidance, I guess and test, try make corrections approach and my can test whether numerical cases). to ensure it is solution. my approach and/ I can test whether reasonable and or solution is my approach and/or accurate (e.g., reasonable. solution is reasonable based on sound and accurate. evidence, attendant to the meaning of quantities, free from computational errors). 44