cfc day 24

LEARN – DAY 24Construction Foundation Course

Week Five: Day 24 (Thursday)Content for the day

• Hour 1: Blueprints

• Hour 2: Construction Math

• Hour 3: Tools and Equipment

• Hour 4: Tools and Equipment

Week Five: Day 24 (Thursday)Materials for the day

• Resource 5.26 – Name That PPT

• Resource 5.27 - Plaza Cabin Blueprints, one set per student.

• Enlargements of the 5 blueprint drawings posted on the wall

• Compass, one per student

• Resource 5.28 - Student Assignment Sheet Keeping It Square, one per pair-share

• Wooden Standard Ruler, one per pair-share

• Calculators with square root functions, one per pair-share

• Sheet of poster board or large cardboard, one per pair-share

• Resource 5.29 – How to Use a Compass

• Resource 5.30 – The Pythagorean Theorum

• Resource 5.31 - Trial and Error to Create a Hands-on Right Triangle

• Resource 5.32 – Heavy Equipment

Week Five: Day 24 (Thursday)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. Minute Measure PPT slide #4

10 min. Have Work Teams read Reading Architectural Plans, pp. 49-55 and make vocabulary cards for

* Plan view * Mechanical plan

* Site or plot plan * Elevation view

* Floor plan * Exterior elevation plan

* Framing plan * Section view

* Electrical plan

Review the plan views and variations reflected in the vocabulary terms and come to consensus on definitions.

Blueprints


5 min. Explain that we’re moving into the realm of real blueprints at this point, and students will be working with real drawings. Distribute Plaza Cabin Blueprints, one set to each student, along with the following

for each Team:

* 20 sheets of ¼” graph paper, 3-hole punched,

* a calculator

for each pair-share: for each individual:

* a drawing compass, * a wooden standard ruler

* a 45-45-90 degree triangle * sharp pencil

* gum eraser


Show students the enlargements of the blueprint set that are on the walls and available for their perusal over the next several days as they work on blueprints.

Have students check the 5 drawings to see if the titles correspond to the definitions they just put on their vocabulary cards. Have them name the lines, identify the types of windows and doors, and find the lights and wall plugs.


10 min. Explain that the drawings are NTS, and it is our job to draw them to scale, beginning with the

* Perimeter

Provide the definition of perimeter and have students create a vocabulary card. The perimeter is the distance around a two dimensional shape. To find the perimeter of a two-dimensional shape with straight sides take the sum of the length of each side. Explain that a way to think about the difference between perimeter and area that we calculated previously is to think about their back yards. The perimeter is the fencing around their back yard and the area is the amount of grass that needs to be mowed.


Ask Work Groups to take 4 minutes to discuss how they will go about translating the perimeter on Drawing C, the NTS floor plan, to a ¼” = 1’ 0” scale with the instruments they have. Ask each Work Group for their ideas and record on board/chart paper. Discuss a) if the idea will work and b) if there is an easier way to go about getting the data. Come to consensus on a plan.

Emphasize to students that plans, including lines, symbols, and words, must be exactly correct. In other words, copying is not only OK in this task, their copy is required to be precisely the same as the original—just drawn to scale.

Ask students to each draw the perimeter of the house and porch at ¼” = 1’-0” on a piece of graph paper. Have them compare drawings within their Work Teams to ensure accuracy.


30 min. Demonstrate the use of the drawing compass. Resource 5.29 - How to Use a Compass. Give students 2 minutes to practice making arcs and circles of different sizes. Have them take another 2 minutes to practice making small block (all capital) letters and drawing a toilet and stove.

Then have Work Teams discuss how they can draw the following items to scale: walls, windows, doors, fixtures, and appliances. Take all ideas and come to consensus.


Have each person draw in these items to scale on their own plan. Have them compare within their Work Team to ensure accuracy. Remind students of time periodically. Have students put their partially completed prints in their notebook.

Stretch Break: Everyone stands. You ask Work Team 3 to present their first rap (their choice). They perform. Everyone claps and sits down.


20 min. Have students read Resource 5.30 – The Pythagorean Theorem and summarize the reading while you pass out to each student a standard measuring tape, four sheets of 8-1/2”x 11” white paper, Resource 5.31 - Trial and Error to Create a Hands-on Right Triangle, and Resource 5.28 - Student Assignment Sheet Keeping It Square. [Students should already have a compass, a calculator, a wooden standard ruler and Resource 5.29 How to Use a Compass from their previous lesson on blueprints.]

Construction Math


Ask several students to read their summaries aloud. Emphasize that the Pythagorean Theorem is about right triangles and that a 900 angle is a right triangle.

Explain that the Pythagorean Theorem states that if you find the sum of the squares of the two legs (altitude and base) it will equal the hypotenuse squared. Write the formula on the white board and have students create a vocabulary card for the Pythagorean Theorem—a2 + b2 = c2. Be sure the cards also include the formulas used to solve for a2 and b2. [a2 = c2 - b2; b2 = c2- a2]


Model how to test the theorem on the white board. Draw and label a 3-4-5 triangle. Use a calculator to square and add the legs and find the square root. [Remind students that to find the square root of a number you simply ask yourself “What number would I square (multiply by itself) to equal the number I am taking the square root of? For example, let’s say you want to find the square root of 16. Ask yourself, “What number do I square or multiply by itself to equal 16? The answer is 4, because 4 multiplied by 4 is equal to 16.] Show how you tested your work. Be sure that students know how to use the square root function on the calculator. [Ask the academic instructor to work with students who do not have a working understanding of square root.]


10 min. Have students work in pairs and assign each pair two problems from Resource 5.28 - Student Assignment Sheet Keeping It Square. The card will include a right triangle with two side measures given. Students will need to determine the measure of the third side using the formulas on the back of their Pythagorean Theorem vocabulary card.

Students will need to use the Pythagorean Theorem to solve these, and may need to find square roots of numbers. Continue to teach students how to find a square root using the calculator.


Students should know common perfect squares, and be able to estimate square roots, i.e. square root of 23 is between 4 and 5. Students that struggle with this concept should be referred to the Academic instructor for additional support with square roots of numbers.

Call on pair-shares for answers and check accuracy with a second pair-share. #1: Solution: !0 feet #2: Solution: 5 feet#1: Solution: !5 inches #4: Solution: !0 inches


5 min. Have students stand and extend one arm vertically and one arm horizontally to form a right angle as they did in the stretch break activity on Day 22. Relate their arms to the term legs and have them demonstrate how they remembered the line segment that forms the hypotenuse in a previous construction math lesson. [See Day 22 Construction Math]

Define and have students develop vocabulary cards for:

• Legs of a Triangle

• Hypotenuse

• Right triangle


25 min. Explain that for the remainder of this lesson and for tomorrow’s lesson they will use the Pythagorean Theorem to square corners. Ask students why it is important for walls, floors, doors, jambs, etc. to be square, or intersect at a 900 angle. What might happen if the walls are not square (perpendicular) to the foundation? (e.g., structural integrity, leaning walls, difficulty with dry wall and finish work later, doesn’t look as nice, gaps, etc.)

Walk students through Activity I in Resource 5.31 - Trial and Error to Create a Hands-on Right Triangle. Beginning with Step 6, have students work independently to pick different points along the arc until each arrives at a 4” line AB.

Ask students to volunteer key information learned and to use the information to summarize the lesson.


Ask why we might want to be able to create a right triangle without a compass? [When squaring corners of walls to other walls, to the foundation, etc., we will not have the use of a compass to create a right angle. Explain that most of the process from Activity I will remain the same as they complete Activity II; however, we will replace the compass with a tape measure. Have students work independently to complete Activity II in Resource 5.31 - Trial and Error to Create a Hands-on Right Triangle and create a 6-8-10 right triangle using a standard measuring tape and without the aid of our compass.

Ask students to volunteer key information learned and to use the information to summarize the lesson.

Snack Break (9:30-9:40)

Week Five: Day 24 (Thursday)Third and Fourth Hours (9:40 – 11:30) - 1

25 min. Pass out Resource 5.32 – Heavy Equipment, one to each student. Have Work Teams construct a jigsaw reading of the material, with each student then reporting out on his/her section while the others complete their vocabulary cards.

25 min. Explain that many children ages 2-6 become fascinated by heavy construction equipment, as well as farm equipment, trains, boats, etc. As Work Teams, give students 20 minutes to create new lyrics for a well-known children’s song (e.g., Rock-a-Bye Baby; Baa, Baa, Black Sheep; The Wheels on the Bus; etc.) that will help children remember at least 6 of the 10 heavy construction vehicles just studied. In the last 5 minutes, each Work Team will sing their song and class members will use one hand to rate the song 1-5 based on how well they think the lyrics will help pre-schoolers remember the equipment.

Tools and Equipment – Heavy Equipment

Week Five: Day 24 (Thursday)Third and Fourth Hours (9:40 – 11:30) - 2

Stretch Break: Everyone stands. You ask Work Team 4 to present their first rap (their choice). They perform. Everyone claps and sits down.

50 min. Tools and Equipment—Hands-on exposure. Students use the scatter system to choose a starting work station. Students complete their vocabulary cards for that station and then begin working on proficiencies. Balance the groups at the work stations so none are too crowded. Monitor carefully.

10 min. Play “Name That…” (See Appendix A for explanation of how to play Name That and Use Resource 5.26 – Name That PPT.)

Reflection

Out the door: Model Notes, Reflection, binders on the shelf, shake hands.

Week Five: Day 24 (Thursday)AFTER HOURS

• Homework: Honey, I Shrunk…You?

• Open Computer Lab

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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 24

Education