AR Remediation Plan – Proportional and Additive Relationships; Slope; Linear Functions
Independent and Dependent Variables
STRAND: Patterns, Functions, and Algebra
STRAND CONCEPT: Proportional and Additive Relationships; Slope; Linear Functions
SOL 8.16c
Remediation Plan Summary
Students will determine the independent and dependent variable, given a practical situation modeled by a
linear function.
Common Errors and Misconceptions
Students may confuse the independent and dependent variables in a practical situation.
Materials
Matching Activity - Independent vs. Dependent Variables
Independent vs. Dependent Variables Identification Chart
Introductory Activity
Have a large group discussion with students regarding independent and dependent variables given a practical
situation. For example, if we wish to determine the type of fertilizer that helps plants grow the tallest, then
the independent variable would be the type of fertilizer used and the dependent variable would be the height
of the plants at a given time.
Plan for Instruction
1. Students may need to be reminded that a variable represents something that can be measured,
typically by a value. For example, the number of objects, the amount of time, or how many people
might be represented as a variable. Ask students to determine other situations in which they can
identify an independent and dependent variable. Post a chart of the pairs of independent and
dependent variables and have students discuss what the independent variables have in common and
what the dependent variables have in common. Students should be able to generalize that the change
in the value of the independent variable isn’t affected by any other variable in the situation and that
the value of the dependent variable changes as a result of changes to the independent variable.
2. Ask students to work in pairs or small groups to complete the Matching Activity - Independent vs.
Dependent Variables. Once students have paired the independent and dependent variable pairs, ask
them to compare their results with another pair or small group of students.
3. Debrief the small group activity as a large group and discuss any situations in which students obtained
different results than another group. Use each situation to create a possible equation that could
represent the situation. (e.g.
4. Have student individually complete the Independent vs. Dependent Identification chart. Review the
solutions as a whole group and ask students to justify their answers.
