• Quick retrieval from earlier learning (Pitch and loudness). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Water is poured into identical glass bottles to different levels. You blow across the tops. Which bottle gives the highest note? (they are all the same / the empty one / the one with the least water / the one with the most water (shortest air column)) → the one with the most water (shortest air column)Prompt: When you blow, the air inside vibrates.
2. Pitch and loudness: which statement is true? (Bigger vibrations make louder sounds. / Hitting a drum harder makes a higher note. / Loud sounds always have a high pitch. / Longer strings make higher notes.) → Bigger vibrations make louder sounds.Prompt: Pitch is about how fast; loudness is about how big.
3. Pitch and loudness: which statement is NOT true? (Longer strings make higher notes. / Faster vibrations make higher-pitched sounds. / Pitch is how high or low a sound is. / Bigger vibrations make louder sounds.) → Longer strings make higher notes.Prompt: Think about a long, low cello string.

• Ask the class to make a wave with a rope or slinky and describe what moves and what doesn't.
• Share the objective: Parts of a wave. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: 8 waves pass a point in 4 seconds. What is the frequency, in hertz (Hz)?
• Step 1: 8 ÷ 4 = 2
• Step 2: So the answer is: 2 Hz
• Answer: 2 Hz
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. 4 waves pass a point in 2 seconds. What is the frequency, in hertz (Hz)? → 2 HzPrompt: Frequency is the number of waves per second.
2. Is this a transverse or a longitudinal wave: ultrasound? (transverse / longitudinal) → longitudinalPrompt: Do the particles move up and down, or back and forth along the wave?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Is this a transverse or a longitudinal wave: light? (transverse / longitudinal) → transversePrompt: Do the particles move up and down, or back and forth along the wave?
2. 20 waves pass a point in 4 seconds. What is the frequency, in hertz (Hz)? → 5 HzPrompt: Frequency is the number of waves per second.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-6.