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BALANCE - Coggle Diagram

- - - - *Overgeneralization:all equations are always equal
      - Under-Generalization:not knowing that you can get the same answer with two different sets of numbers. Example: 6+3=9 and 5+4=9
    - - Defining Features: introduction to algebra without having to use algebraic expressions or letters
        
        Correlational Features
        
        the equal sign between two equations means that they are equal
        
        both sides of the equation are equal
        
        Positive Instances
        
        Prototype: 8+___= 4+7
        
        Positive Instances: 3+__= 8+4
        
        Negative Instances
        
        3+6 = 4+6
    - - Pre-Assess: Give students a warm-up problem or two and have them balance the math equations and identify what they already know and what they can already do
      - Post-Assess: Give students an exit ticket/quiz that has a variety of different equations to balance to see what they learned
- - - - Boys tend to play with other boys. May start to show interest in the opposite sex. Have shorter attention span
    - - Girls tend to play with other girls. Girls are more physically mature than boys. Have a longer attention span
  - - - Students are going through the concrete operational stage in cognitive development
      - Students can classify objects, organize things by characteristics, focus on more than one aspect of an object,
    - - Students reach the level of inner-speech and have more opportunities for intellectual development
  - - - Attention Span
        
        ranges from eight to thirty minutes
      - RELEVANCE
        
        Peer Groups
        
        Enjoy larger friendship groups
        
        Enjoy working in groups