How does sound make a window move?

13.A Apply mathematical concepts and processes to find and analyze patterns in numerical data and graphs of how the energy transferred by a vibrating object changes in proportion to changes in the amplitude and/or frequency of the object’s vibrations.

13.A Apply mathematical concepts and processes to find and analyze patterns in numerical data and graphs of how the energy transferred by a vibrating object changes in proportion to changes in the amplitude and/or frequency of the object’s vibrations.

On question 1 of this assessment, students are expected to use patterns in the data provided as well as their investigation data to fill in missing values in tables of frequency and amplitude vs. energy. Students may struggle to identify how they are supposed to know what values belong there since the data are not provided, and they may need support in seeing how they can use the patterns from the provided data as well as from their own investigations to make inferences about what the values should be.

You may consider doing one value from one of the tables as a class to model strategies like looking for patterns in the data tables, revisiting the Progress Tracker, and looking back at the investigation data for this lesson to reason through what values to fill in for question 1. Once students have seen these strategies, they may find it easier to apply them and to show the understandings they’ve developed through this lesson.

HOME LEARNING OPPORTUNITY

Some students may need more time than what’s left in this class period to thoughtfully complete this assessment. Consider allowing these students to complete the assessment outside of class or providing some time at the beginning of the next class period to finish their work.

Additional Lesson 13 Teacher Guidance

SUPPORTING STUDENTS IN MAKING CONNECTIONS IN ELA

• CCSS.ELA-LITERACY.W.8.1: Write arguments to support claims with clear reasons and relevant evidence.
• CCSS.ELA-LITERACY.W.8.1.A: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

In this assessment, students are asked to write a claim and support their claim with evidence. Students often struggle to make a clear connection between their evidence and their claim (reasoning). Support students’ reasoning by posting sample language such as, “This evidence shows _____. I know this because ____.” or “I know that ____ is true because I learned ____ when we _____.” These sentence stems will help students draw a direct connection between what they learned and the claims they are trying to support.

SUPPORTING STUDENTS IN MAKING CONNECTIONS IN MATH

CCSS.MATH.6.SP.B.5: Summarize numerical data sets in relation to their context, such as by giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

Students discuss and use mathematical methods of finding the average of data sets, including calculating mean and median as a way to combine results from different groups in order to improve the accuracy of the class’s data. They also work together as a class to decide how to account for or discard outliers in the class’s data in order to best represent what each group found in their investigations.

Depending on their experience using these concepts in math classes, students may need reminders of how mean and median are calculated. You can support students in recalling these procedures by taking a sample data set (either from the investigation or a random example set) and working together as a class to describe how students could find the mean and median of the set. By doing this with the class or with small groups that could use this extra practice, you can support students with mathematical methods needed to analyze the data the class has collected to draw conclusions about the lesson question.

CCSS.MATH.8.F.B.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

In this lesson, students gather data describing how the energy of a vibration changes with changes to the frequency and amplitude o…