Mr.

Kyle Braddock
Unit: Measurement
Lesson: Fractions and Pitch
Grade 5
Goal: Students will determine how different levels of water affect pitch
Objectives
1. Students will be able to calculate measurements by adding fractions
2. Students will link the level of water to sound vibrations and pitch
Standards/Anchors
1. Math: CC.2.1.5.C.1. -- Use the understanding of equivalency to add or subtract fractions
a. Anchor: M05.A-F.1 -- Use equivalent fractions as a strategy to add and
subtract fractions
Science : 3.2.5.B5. -- Compare the characteristics of sound as it is transmitted through different
materials. Relate the rate of vibration to the pitch of the sound.
2. NCTM Standards:
a. develop and use strategies to estimate computations involving fractions
and decimals in situations relevant to students' experience;
b. use visual models, benchmarks, and equivalent forms to add and
subtract commonly used fractions and decimals;
c. select appropriate methods and tools for computing with whole numbers
from among mental computation, estimation, calculators, and paper and pencil according
to the context and nature of the computation and use the selected method or tools.

3. Common Core Practice Standards:

a. CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively
b. CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically

Formative Assessment
1. Students answer measurement (adding fractions) questions correct
2. Students will have to label glasses correctly based on their pitch
Rationale: Students can link measurements with physical changes that affect pitch.
Content Knowledge: Past, Present, and Future
Past
Adding
adding fractions
measuring using measuring cups
mixing colors

Present

pitch
wave length

Future

Type of lesson: Interactive lesson, exploratory

Procedure
Lesson Beginning
Motivation/Focus
Play High Frequency - Low on my cell phone. Goal is
to quiet students and get their attention
Which students heard the noise? Were any not able to
hear it (this is an anticipated difficulty)
Review
Now that Ive got their attention review
Can anyone tell me what they remember from last
class? (Need to draw a wave on the board)
learned about amplitude - the maximum
extent of a vibration or oscillation, measured from the position of
equilibrium
wavelength - the distance between
successive crests of a wave
frequency - the rate at which a vibration
occurs that constitutes a wave
Transition
Thinking back to the high-low frequency tone, can
anybody tell me what kind of wave they think they high pitch had? How about low
pitch?
Today we are going to continue with the ideas weve just
discussed and also talk about pitch
Tell students they are about to set an activity that will let
them explore pitch and see how a medium affects sound waves
Lesson Development
Instruction

Pitch

the ear hears

pitch - the perception of frequency that

Two graphs on board, one low pitch and one high pitch
Take poll about which one is
higher/lower pitch

Pitch example
Heavy string on guitar has a very low
pitch, it will vibrate slowly/lower strings, thinner strings, have higher pitch
2nd??? 2 stroke vs. 4 stroke
Can anyone find a correlation between pitch and
frequency???
answers should include high pitch/high
frequency
Give instructions on activity
2 people come get glasses, 1 gets
water, one gets spoon and dye
every glass needs a different amount
from 0 to 14/8 cup
use dye to change color
May need to go over color mixing
Most water gets red dye, then yellow,
green, blue, repeat
Development/Involvement
Play around and listen to the pitch changes
Have students label from 1 to 8 glasses from most water
to least
Did anyone notice a connection between the pitch and
the amount of water?
Which glass had the highest pitch? (no water) and the
lowest pitch (most water)
more water = larger medium = slower
waves = lower pitch
Why is this?
the medium, in this case water or air,
slows down the vibrations from hitting the glass
more water means a larger medium and
slower waves
Hand out worksheet and then give time to play songs
(worksheet) and solve measurement problems
Lesson Ending
Review Answers

glasses?

How much water was used to fill the two lowest pitch

The two high pitch glasses?

both red glasses?

How much total water for all 8 glasses?

Preview
No homework tonight but tomorrow we are going to talk
about diffraction, refraction and interference of sound then be ready for a quiz at
the end of the week
Materials:

8 water glasses per group

water
red, blue, and yellow food coloring
measuring cups
plastic spoon
Worksheet
whiteboard or chalkboard

References:
Carle, M., Sarquis, M., & Nolan, D. (1991). Physical science: The challenge of discovery.
Lexington, Mass.: D.C. Heath.
Musical Water Glasses. Connections Academy. Connections Education. Retrieved
March 19, 2015. <http://www.connectionsacademy.com/resources/instructographics/water-glassmusic.aspx>
Physics for Kids: Sound - Pitch and Acoustics." Ducksters. Technological Solutions, Inc..
20 Mar. 2015. <http://www.ducksters.com/science/sound102.php>
Mode: Groups of 3-5, spread out
Special Adaptations: groups may need to be combined if students have hearing impairment
Anticipated Difficulties: There may be a student or two that can not distinguish between close
pitch changes. In this case, groups may be combined and hearing impaired students can
participate and make conclusions based off of peers description of sounds as they move down
the line of glasses.