Name __________________________________
Study Guide
Module 3 Ratios and Unit Rate: Lesson 1 Independent vs. Dependent Variables
Learning Target: I can identify a pattern on a table.
How to use this study guide: The skills and concepts in this lesson are new to you. Therefore, you need to be
aware of what is difficult. You are expected to study this at least 10 minutes each night to prepare for your
upcoming quiz.
After learning each “I can…” statement, you will be asked to rate your understanding.
1 = No or limited understanding. I need to sign up to stay after and get extra help from a teacher.
2 = Some understanding. I need extra help from an adult. I will find one.
3 = Good understanding. I may need some help. I could ask a friend or an adult.
4 = Complete understanding. I do not need any extra help. I am good to go.
Lesson Learning Target: I can identify a pattern on a
table.
Define pattern
Definition:
Picture
A set of _______________ that are
related by a _______________.
Define table
Definition:
Picture:
Shows the relationship or “rule”
between _______________ and
their corresponding
_______________.
How do I read a
table?
To read a table, I …
To read a table, I …
look left to right
look top to bottom
1
Learning Target 1: I can use a table to generate a rule.
Definition:
Define generate
Define
independent
variable:
My understanding is a:
Picture:
The independent variable is…
1
2
3
4
Picture:
The variable whose value affects
Independent
Variable
the ________________.
Define dependent
variable:
The dependent variable is…
Picture:
The variable whose value
depends on the
_________________.
Dependent Variable
How do I determine the rule?
Example:
Independent --> Dependent
Bigger
Smaller
From independent (red)  dependent (yellow) the
Multiply or Add
numbers are getting ________________. This
Divide or Subtract
means I need to ________________ or
________________. The rule is ________________.
2
I should always remember…
Practice: Keep
 Begin with the independent variable and go to the dependent variable.
track of the
mistakes you
 Test my rule for each row/column. It must work for all pairs of values.
make and turn
them into things

you should always
remember to do
when using a table
to generate a rule.
Learning Target 2: I can turn a rule into an equation and apply it.
My understanding is a:
Picture
Definition
Define equation:
1
2
3
4
A mathematical sentence that shows
two ________________ are
equivalent. MUST contain an
________________ sign.
Examples of
turning a rule into
an equation and
applying it.
Example 1:
Example 2:
x
y
a
b
11
12
13
14
15
14
15
16
17
18
8
9
10
12
15
4
5
6
8
11
Rule: _____________
Rule: _____________
Equation: ______________________
Use the equation to find the value of
y when x = 20.
3
Equation: ______________________
Use the equation to find the value of a when
b =13.
Example 3:
Example 4:
d
t
m
v
0
1
2
5
10
0
20
40
100
200
100
50
45
40
5
20
10
9
8
1
Rule: _____________
Rule: _____________
Equation: ______________________
Use the equation to find the value of
t when d = 20.
Practice: Keep
track of the
mistakes you
make and turn
them into things
you should
always
remember to do
when turning a
rule into an
equation.
Equation: ______________________
Use the equation to find the value of m when
v = 7.
I always need to remember…

The equation will start with dependent variable =

The other side of the equation will show what is being done to the independent
variable.

When multiplying a number and a variable, push the two together. The number
will go first.

A fraction line is used to show division.

4
Learning Target 3: I can use a table to generate a line graph.
My understanding is a:
Definition:
Define line graph
1
2
3
4
Picture:
A graph that uses points connected by a straight
_______________ to show how something changes over
a period of _______________.
Define ordered pair
(coordinates)
Definition:
Picture:
A pair of _______________ in the form (x, y) that gives
the location of a _______________.
How are the values
on a table related to
the points on a line
graph?
table:
x
0
2
4
6
Label the points that create the line on the
graph:
y
0
4
8
12
The values are related to the
points because…
they create the
_______________
_______________ that
are plotted on the line
graph.
Steps for Creating a
Line Graph:
The steps for creating a line graph are…
1. Label the table headings:
 label the independent variable, x
 label the dependent variable, y
2. Create the ordered pairs using each row of the table in the form (x, y).
3. To plot on a coordinate grid…
 Start by moving horizontally along the x-axis to find the value of the xcoordinate.
 Then, move vertically to find the value of the y-coordinate.
 Plot a point where the two values intersect.
4. Use a ruler (straight edge) to connect the points.
5. Label all parts of the graph (Title, x-axis, y-axis)
5
Practice: Keep track
of the mistakes you
make and turn them
into things you
should always
remember to do
when using a table
to generate a line
graph.
I always need to remember…

The x-coordinates goes along the bottom of the coordinate grid.

The y-coordinates go along the side of the coordinate grid.

When plotting points, move side-to-side first, then up and down.

6
VOCABULARY
Flashcards
Make flashcards for all the new
vocabulary words for this lesson. On
one side, write down the word. On
the other side, write down the
definition for the word.
Personal Word Wall
Read through your personal word
wall to find vocabulary words that
are challenging for you. Then, use
flashcards to help you study. On one
side of the flashcard, write the word.
On the other side of the flashcard,
draw a picture of what the word
means.
Examples/Non-examples
Make a list of any vocabulary word
that is difficult for you. Then, for
each word, make a list of examples
of that word (for example: examples
of negative numbers: -4, -9, -2, -5).
Then write a list of non-examples, or
items that do NOT fit: 4, 8, 2, 300,
3/5).
Visuals
Pick one word problem that
incorporates a new vocabulary word
(review your exit tickets for ideas).
Then, create a visual representation
(picture) of the word problem. Figure
out how you would explain this
problem to someone else – draw
pictures, write down key ideas, list
the steps you need to solve the
problem, etc. Show your teachers
what you created!
Ways to Study Math
NOTES
“Brain Dump”
When you sit down at night, write
down everything you remember from
class today. Then, compare it to your
notes. Add in information that you
didn’t include, highlight key ideas that
you forgot, etc.
Toolbox Time
Look at the photograph of your math
toolbox. Next to each strategy in the
toolbox, write an example of the type
of problem that you could solve using
that strategy (ex: “Keep-Change-Flip”
1
can be used for dividing fractions 2
3
EXTRA PRACTICE
IXL
Look over your classwork. Identify
what types of problems you did not
solve correctly on your own. Find
that skill on IXL and work until you
get to a high smart score.
Extra practice
Look at problems that you got
wrong during classwork. Re-do each
problem until you get the correct
answer. If you are still struggling,
ask to stay after and get some extra
practice.
2
÷4 =3)
Notes Review
Read over all the notes from this
lesson. As you read, focus on
important concepts/information.
Highlight key words in the “I can”
statement. Highlight anything that is
difficult for you throughout the lesson.
Highlight any examples that illustrate
problems from this lesson. Highlight
any vocabulary words. Jot down any
questions you have. Plan to stay after
to talk about your confusions.
Important Concepts
Read through lessons that have
already been taught. As you read over
your lessons, highlight confusing
concepts/ideas. Re-read those sections
and pay attention to key ideas to help
you understand the idea. Notice the
information that is bolded, or
italicized, or underlined. Write down
those ideas in a separate spot or on
flashcards.
7
KFC practice
Read through your notes to find an
example of a real world problem.
Then, use the KFC strategy to help
you solve that problem. What do
you already know? (Circle or
highlight that). What do you need to
find out? (Highlight or underline
what that problem is asking you to
do). Then, write down what
concepts or skills you’ll need to use
to solve the problem. Then, solve
the problem!
YouTube search
Go onto YouTube and search for the
skill/strategy that we are learning in
this lesson. Put quotes around your
search. Then watch the video and
solve examples along with the
presenter.