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Independent and Dependent Variables, Lecture notes of Algebra

Students will determine the independent and dependent variable, given a practical situation modeled by a linear function. Common Errors and Misconceptions. • ...

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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.
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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.

Virginia Department of Education 2018 Pulling It All Together (Reflection) Exit Ticket: Mrs. Hernadez keeps a jar of cookies in her kitchen. Julio, her son, eats four cookies from the jar each day when he gets home from school. In the equation below, y is the number of cookies remaining in the jar and x is the number of cookies in the jar before Julio came home from school. The relationship between these two variables can be expressed by the following equation: y = x - 4 Identify the independent and dependent variables in this situation. Explain how you know. Note: The following pages are intended for classroom use for students as a visual aid to learning. Virginia Department of Education 2018

Virginia Department of Education 2018

Independent vs. Dependent Variables Identification Chart

Name Date

Identify the independent and dependent variables for each situation described below.

Situation Independent Variable Dependent Variable

Renee wants to calculate the

perimeter of a square. She

measures the length of each side

of a square.

y = 2 x + 3

Ron measures how many

centimeters his sunflower plant

grows each week.

Thomas gets a weekly paycheck

by working at the local theater

earning $10.50 per hour.

The number of chocolate candies,

c , that can be packaged in a box

with a volume of V cubic units is

given by g = 10 V + 5.

Julie works as a babysitter. Her

earnings for an evening of work is

based on the number of children

that she must watch.