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Group: Melody Smiley and Daniel Smith Subject: 8 th Grade Algebra

Lesson Title/Topic:

Independent

Lesson Cycle

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. Based on the evaluation of posters 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:

The student 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 group’s 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 be considered the dependent or independent part of an equation.

Review which attributes were dependent and which were independent

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 teacher’s 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 objects.

 Teacher Input: • Define independent and dependent variables and provide examples. • 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. • 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. • 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. • Class will discuss the examples. Guided Practice: • Have the students select a partner to work with. • Hand out the Guided Practice worksheet • The students will select partners. • The students will work with their partner to complete the problems on 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. When selected, each group will provide their answer for a teacher selected problem. Independent Practice: • •

Hand out the independent practice

Students will listen to the instructions for

worksheet.

Explain the expectations of the project.

the independent practice exercise and ask questions to clarify any confusion.

 • Each group will create a poster based on • 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. instructions provided on the Independent Practice worksheet. • Each group will present their solution to the class. 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 students will work with their shoulder partner to review independent and dependent variables. • 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. Students will turn in their exit ticket on the way out the door. Options: Enrichment: Reteach:

Modifications/Correctives:

References:

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