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# Group: Melody Smiley and Daniel Smith

Lesson Cycle
Lesson Title/Topic: Independent vs Dependent variables
Target Concept: Describe independent and dependent quantities in functional relationships
Standards/Rationale: 111.32.b.1.A
Lesson Objectives:

Assessment:

## Students will be able to demonstrate

understanding of independent and
dependent variables by designing a poster
depicting a real world example of
independent and dependent variables with
85% accuracy.

presentations.

## Materials: Different sizes/weights of paper, Guided Practice worksheet, Independent Practice

worksheet, Poster directions, flip charts, markers, pre-cut Exit Tickets
Lesson Cycle: (Direct instruction)
The teacher will:
Focus/Mental Set:
Tell students that the topic for the day
is independent and dependent variables.
Have students select a partner.
Hand out different weight papers to
each group.
Tell the class that the goal is to create
something that, when thrown, will go
the furthest.
Give the class one minute to create
something out of the paper.
Line the students up at the back of the
classroom and have then throw their
paper.
Determine which groups paper went
the furthest.
Ask the students for feedback as to why
one paper project creation have gone
further than the others.
Record the answers on the board.
Ask the students to stand if they think
that the distance the paper went would
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## The student will:

Select a partner.
Make something out of the paper
provided keeping in mind that the goal
is for their paper to go the furthest
when thrown.
Throw the paper creation when
instructed to.
Provide feedback when asked as to
what attributes might have made the
paper creation of one team go further
than the others.
Respond to teachers prompt to stand if
they think that the distance the paper
went would be considered the
dependent or independent part of the
equation.
*Teacher note - Distance will be
determined by attributes of the object
created -such as the shape of plane,
how it is thrown, weight of paper, or
experience making airplanes or other

## be considered the dependent or

independent part of an equation.
Review which attributes were
dependent and which were independent
Teacher Input:

## Define independent and dependent

variables and provide examples.

objects.

## Students will take notes in their math

journal on independent and dependent
variables

## Independent variable cause. Factors that

can affect the outcome. An independent
variable is exactly what it sounds like. It is
a variable that stands alone and isn't
changed by the other variables you are
trying to measure. For example, someone's
age might be an independent variable.
Other factors (such as what they eat, how
much they go to school, how much
television they watch) aren't going to
change a person's age.
Dependent variable effect. It is
something that depends on other factors.
For example, a test score could be a
dependent variable because it could change
depending on several factors such as how
much you studied or how much sleep you
got the night before you took the test.
You are looking for the relationship of how
independent variables effect dependent
variables.
Activity:

Activity:

## Break the class up into groups of 3

students.
Give each group 5 minutes to come up
with a real world example of a
dependent variable with associated
independent variables.
At the end of the 5 minutes each group
will be given time to explain what they
came up with to the class.
Teacher will facilitate a discussion.

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## Working in groups, the students will

spend 5 minutes coming up with a real
world example of dependent and
independent variables.
At the end of the 5 minutes each group
will be asked to present their example.
Class will discuss the examples.

Guided Practice:

## Have the students select a partner to

work with.
Hand out the Guided Practice
worksheet and give the class 10
minutes to complete the worksheet.
At the end of the 10 minutes call on
individual groups to share their answer
to a problem.

## The students will select partners.

The students will work with their
partner to complete the problems on the
Guided Practice worksheet.
When selected, each group will provide
their answer for a teacher selected
problem.

Independent Practice:

## Hand out the independent practice

worksheet.
Explain the expectations of the project.
Have the class work with the same
group as the guided practice exercise.
Have each group produce a poster to be
presented to the class that uses pictures
to show the relationship between
dependent and independent variables.

Closure:
The teacher will have the students work
with their shoulder partner during a
Round Robin activity to do a quick
review of the concept learned.
The teacher will hand out exit tickets
with a single problem requiring them to
identify the dependent and independent
variables.
The teacher will pick-up exit tickets as
the students leave class.
Options:
Enrichment:
Modifications/Correctives:

References:

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## Students will listen to the instructions

for the independent practice exercise
and ask questions to clarify any
confusion.
Each group will create a poster based
on instructions provided on the
Independent Practice worksheet.
Each group will present their solution
to the class.

## The students will work with their shoulder

partner to review independent and
dependent variables.

## Students will turn in their exit ticket on the

way out the door.

Reteach: