cfc day 21

LEARN – DAY 21Construction Foundation Course

Week Five: Day 21 (Monday)Content for the day

• Hour 1: Construction Math

• Hour 2: Construction Math and Blueprints

• Hour 3: Building Codes and Planning

• Hour 4: Review and quiz: Building Codes and Planning, Communication, Safety, PPE, Overview

Week Five: Day 21 (Monday)Materials for the day

• NOTE: Make sure that Residential Advisors and all tutors have several standard measuring tapes that students can check out to practice with.

• Wooden standard ruler, one per student

• Wooden metric ruler, one per student

• Standard measuring tapes to use in the classroom and check out to non-residential students (one per pair-share, with extras)

• ¼” graph paper, 3 hole punched

Week Five: Day 21 (Monday)Materials for the day (cont.)

• Resource 5.1 - Minute Measure PPT

• Resource 5.2 - Standard Measure Study Sheet

• Resource 5.3 - Metric Measure Study Sheet

• Resource 5.4 - Metric Measure PPT

• Resource 5.5 - Metric and Standard Rulers Defined

• Resource 5.6 - Steps in Using a Tape Measure

• Resource 5.7 - Review Quiz 1

• Resource 5.8 – Metric Ruler Chart

Week Five: Day 21 (Monday)First and Second Hours (7:30 – 9:30) - 1

• Check-in: Shake hands. Remind students: binders, seating. Start class.

• Review the day: Review the day’s activities from the list on the board or chart paper.

• Binder check: This can be done at any time during the day.

• 5 min. Pass out Standard/Customary/English and Metric Rulers; Resource 5.2 - Standard Measure Study Sheet; Resource 5.3 - Metric Measure Study Sheet while Work Teams read Reading a Customary Rule, p. 43, and make out vocabulary cards for:

• Wooden standard/customary/English ruler

• Wooden metric ruler

• 1 page ¼ inch graph paper, 3-hole punched


30 min. Use Resource 5.6 - Steps in Using a Tape Measure to demonstrate how to use a tape measure. Explain that it’s essential for apprentices in virtually any construction trade to be able to read measurements quickly and accurately. No foreman would have patience to wait for a measurement while you to count up the number of 1/16 marks to determine that the measurement is 13/16. You have to be able to do that “at a glance” and always accurately.

Construction Math


So…throughout the next few weeks, the class will be playing a game called Minute Measure in which you put up a PPT slide up on the screen showing a series of standard/conventional measuring tapes—and some metric measuring tapes (and, later, architectural rulers)—with a specific point marked on each tape, and students will have 15 seconds to write down as many correct answers as possible. Then students will exchange papers and you will review correct answers. Periodically, but not for every Minute Measure, you will ask Teams to hand in their papers and each Team will earn the point total of all its members.


However, the real measure of learning will be each student’s “Minute Measure Personal Best” chart that will be kept in his/her Notebook. The chart will show growth over time in the number of accurate readings a student can give in one minute.

Ask students to label the graph paper Their Name’s Minute Measure Personal Best (e.g., Jaime Guzman’s Minute Measure Personal Best) at the top, skipping the first ¼ inch and writing the title in the next two ¼” sections. Ask how much space the title has taken—wait time—1/2”.


Explain that a graph has a horizontal axis and a vertical axis that meet at a 90 degree angle. Draw the axes on the board or chart paper. Explain that, for the Personal Best charts, the vertical axis will show the number of correct answers. Since each PPT will have 15 problems, the maximum number of correct answers will be 15. Give Work Teams 1 minute to figure out, in ¼” increments, the largest space that you can have between numbers and still fit the full vertical axis on the page (1/2” or two ¼” increments). However, that would take the graph almost to the bottom of the paper, and we need room for the horizontal axis title and some other data. So have students use ¼” increments on the vertical access.


Starting 1/4” below the title and 1-1/2” from the left side of the page, have students draw a vertical line that is 3-3/4” long (or 15 increments of ¼” each). Starting at the bottom, have students label the bottom point zero (0) on the line and just to the left of the vertical line, 1 on the next line up, 2 on the next line up and so on to 15.

Then have them draw a straight horizontal line starting at the bottom point of the vertical axis at 0 and extending across the paper to the right. Have them write today’s date as dd/mm/yy vertically in the ½” below the vertical axis.

Have students label the vertical axis “Number of Correct Measurements” and the horizontal axis “Dates of Minute Measures.” ¾” under the horizontal axis title, have them write “Rate per Minute.” After each Minute Measure, students will enter the date below the horizontal axis, put a dot directly above the date’s line corresponding to the number correct.


Tell them the first Minute Measure is right now. Show Resource 5.1 - Minute Measure PPT. Make sure every student has a piece of scratch paper, a pencil/pen and has numbered 1-15 on the left. Ask if they’re ready. Then put up the Minute Measure PPT for Day 22. Time 15 seconds exactly and remove the PPT slide.

Ask students to honestly trade papers and not compare total correct—this is all about personal best--while you read the answers. Have students mark the number correct and return the paper. Then have students fill out their personal best chart with a dot on the vertical axis showing the number correct.


Note that the Rate per Minute is still blank. Ask students how they can determine the “Rate per Minute” from the data they have—wait time—call on one students. Get a second opinion. Have all students multiply their number correct by 4 and enter that number vertically between the Rate per Minute title and the Dates of Minute Measure title.

Note that students will have a little time in class to practice, but probably not enough to get really fast. So, there are measuring tapes in the dorms and with tutors that residential students can check out for an evening, and you have some tapes that non-res students can check out overnight for practice.


20 min. Remind students that over the past few days they used “The Customary” or “Standard” system of measurement. Explain that they are familiar with this system because it is commonly used in the United States and that we already discussed standard measures of length and height. However, the Standard system is also used to measure distance, weight, and volume. Explain that before talking about a different measurement system called “metric,” we will take a few minutes to review some basic information about the Standard Measurement System. Walk students through Resource 5.2 Standard Measure Study Sheet.


Divide the class into four work teams, A, B, C, and D and explain the competition. Each team has 4 minutes to review the information in Resource 5.2 - Standard Measure Study Sheet and develop 5 questions for the Standard Measure competition. Model how to use the stems on the Study Sheet to phrase the questions: Length is measured in what four things?; There are how many inches in a foot, etc. Teams A & B will compete and teams C & D will compete. The two winning teams will then compete in a final face off. [If team membership is less than 5, one or more students may be assigned a second question.]


Teams A & B and teams C & D line up and face each other. Each team starts with 10 points. The first team to answer a standard-measure question developed by the teacher goes first. Team Member 1 from the starting team asks the first question of Team Member 1 of the answering team. If unable to answer, Team member 2 and so on is given the opportunity to answer. Each incorrect answer results in the loss of one team point. The two winning teams compete in the face off, the process repeats, and a winner prevails. Congratulate both teams on their fine performance.


5 min. Explain that there are times when construction workers may need to change from one unit of measurement to another like inches to yards. We call these conversions. Ask if anyone remembers this term from a previous lesson (converted fractions to decimals on Day 20). Note that the simplified rules are:

Divide when converting from a smaller unit to a larger unit, like converting from inches to feet. [E.g., 48 inches converted into feet is 12)S4S8S = 4 feet.

Multiply when converting from a larger unit to a smaller unit like from feet to inches. [E.g., 4 feet x 12 inches = 48 inches].


Remind students that in standard measurement this may take more than one step. [E.g., in order to convert 48 inches into yards, we must first convert inches into feet as we did above and then convert the feet into yards:

12)S4S8S = 4 feet divided by 3 feet in a yard = 1.33 yards or 1-1/3 yards.

Give Work Teams 2 minutes to make the following conversions without using a calculator:

84 inches = ____ feet [7]

4 yards = ____ inches [144]

64 inches = ____ yards [1.78]

Have one Team explain their thinking and give their answers. Get a second opinion. Review any rough spots.

STRETCH BREAK


20 min. Remind students that just as they need to know how to measure and convert in the customary measurement system, they need to know how to measure and convert in the metric system. Explain that in order to use architectural drawings, the carpenter must be able to use both inch and metric systems of measurement. While inch systems are most commonly used, the metric system is slowly moving into use in construction. The U.S. Federal Government has switched all of its construction projects to the metric system, so it is important for all construction trades to become familiar with the metric system. In the metric system they can multiply or divide base units by ten by using a system of metric prefixes and moving the decimal point around.


Remind students to take notes. Pass out Resource 5.3 - Metric Measure Study Sheet and have students follow along as you explain the metric system’s use of base 10 and how metric prefixes are used to do metric conversions. Show Resource 5.4 Metric Measure PPT as you explain the prefixes. Have students use their Study Sheets and lecture notes to make out vocabulary cards for the following metric prefixes

* Deka * Giga* Milli

* Hecto * Tera* Micro

* Kilo * Deci* Nano

* Mega * Centi


Give Work Teams 2 minutes to make the following conversions without using a calculator:

11 centimeters = ____ meters [.11]

.65 meter = ____ centimeters [65]

2.15 meter = ____ centimeters [215]

43 centimeters = ____ meters [.43]

Have one pair-share explain their thinking and give their answers. Get a second opinion. Review any rough spots.

10 min: Ask Work Teams to take 2 minutes to create a Top Hat diagram showing the similarities and differences between the two systems: English/standard and metric. Compare diagrams with the whole group to come to consensus.


20 min. Tell students that metric rulers and tape measures are much easier to read than standard or customary. Use Resource 5.5 - Metric and Standard Rulers Defined to explain how to read a metric ruler and how it differs from a Standard [customary] ruler. Have students line up the metric and standard rulers like they are shown in the text, p. 42. Put up the metric ruler chart, noting that it is Not To Scale(NTS).Point out and read the following measurements: 8 centimeters (also 80 millimeters), 8.7 centimeters (also 87 millimeters), 9.2 centimeters (or 92 millimeters), 15.4 centimeters (or 154 millimeters). Then point out several others and have the class read the measurements.


5 min: Introduce the topic by asking students if they’ve ever seen blueprints. Generate a list of what they think blueprints might contain and/or be used for. Explain that it’s critical the construction workers understand blueprints—and, even though they look complicated at first—we’re going to master the basics of blueprints in the Foundation Course.

5 min: Read Types of Drawings aloud, and have students make out vocabulary cards for

• Sketch

• Architectural drawings

• Blueprints

Check vocabulary card definitions for accuracy.

Snack Break (9:30-9:40)

Blueprints

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Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695 Job Corps Professional Development Support - KUCRL

cfc day 21

Education