cfc day 29

LEARN – DAY 29Construction Foundation Course

Week Six: Day 29 (Thursday)Content for the day

• Blueprints

• Construction Math

• Tools and Equipment

Week Six: Day 29 (Thursday)Materials for the day

• 1 piece of chart paper per Team for addition drawing

• Resource 5.1 – Minute Math

• Resource 6.9 - The Average Construction Worker’s Salary

• Resource 6.10 - Payroll PowerPoint

• Resource 6.11 - Paychecks & Payroll Taxes

• Resource 5.26 – Name That

Week Six: Day 29 (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.


15 min. Have Teams hang their new addition floor plan and section drawings. Have one Team member stay with the drawings while the rest of their Teams do a data-gathering Gallery Walk. Each Team will have 2 minutes at each exhibit. There they are to make notes in 2 categories: Things really well done and Things that can be improved. They can ask questions of the Team member who stayed with the exhibit. At 2 minutes, inform the Teams that it’s time to move to the next exhibit. When all exhibits have been visited (8 minutes), start with one exhibit and ask all the Teams (except the authors) the 2 key questions. Make the point that positive, productive analysis of things we can do better is the only kind of feedback that really helps us get better.

5 min. And speaking of better….do Minute Math, slide 9

Blueprints


40 min. Tell the students that there is more to Mr. Plaza’s story.

Mr. Plaza would like to surprise his new wife by putting in rose bushes around three sides of their property. The fourth side backs on the forest and would not provide enough sunlight for the roses (though it does provide some shade for the house in the hot Georgia summers). He wants to plant the roses at 4’ intervals, with a bush at each corner and one space without a rose directly in front of the front door, so there is a path to the house. Their perfectly rectangular lot is 40’ x 60’, and the side adjacent to the forest is 40’


One more thing they determined at the family meeting is that they would like to put some solar panels on the gable roof when they can afford them in the next few years. (See a picture on p. 236.) The solar panels would be placed on the side of the gable that will get the best sun exposure. Ask pair shares to take 1 minute to consider which side should that be. Call on one pair. Get a second opinion.


So, the assignment is for pair-shares to

1. Draw a plot plan in a 1:48 scale for the Plaza Cabin, taking into consideration the clue you’ve been given about the house location and then siting the house in whatever direction is the best for the solar panels.

2. Plan out and draw the rose bushes, for which you will create a symbol, the forest, and the path to the house, which will just be informal in outline and gravel in surface.

3. The roses are $15.99 at the local nursery. The homeowners will also need 4 sacks of soil amendments for each 16 roses. The soil amendment costs $8.49/sack. The tax rate in the county is 7.25%. Prepare a cost sheet for the roses project for Mr. Plaza.


10 min. Tell students that while yesterday we focused on calculating the cost of work-related materials, today we will focus on one aspect of living independently related to cost. Remind students that independent living requires not just a paycheck but the ability to understand and manage their paycheck. Ask students to read Resource 6.9 - The Average Construction Worker’s Salary. Explain that it will help them to understand what their gross earnings might be when they begin to earn a paycheck in construction. Ask them to write a three-sentence summary of the reading.

Construction Math


Call on one or two students to read their summaries. Transition to the first slide in Resource 6.10 - Payroll PowerPoint, a sample payroll stub, by reminding students that the salary figures in the reading were gross pay not net pay. Point to the two terms on the sample payroll stub and tell students that you will define gross and net pay and other terms they will see [or have already seen] on their pay stubs. Remind them to take good notes in order to win the competition that will follow.

15 min. Use Resource 6.11 - Paychecks & Payroll Taxes to explain about tax withholdings. Point to each term on the pay stub as you use it during the lecture. Lead students in a discussion to define the remaining terms: earnings, rate, hours, this period and year-to-date. Explain that overtime is paid at 1.5 and in some instances at 2.0 times the regular rate of pay. Ask students to calculate some examples such as

• Calculate the hourly rate for 4 hours of overtime work at a regular hourly rate of 11.00/hr.?


Remind students that they should keep their paycheck stubs; information like your year-to-date gross pay is good to have, especially if you´re trying to estimate your taxes and whether you’ll have to pay or you’ll receive money back.

Have students create vocabulary cards for the following terms:

• Deductions• Statutory• Federal Income Tax• Social Security Tax• Medicare Tax• State Tax• Gross Pay• Net Pay• Overtime Pay


10 min. Organize students into four work teams for the following team competition. Tell students that each work team will respond in writing to 6 questions about the information that was just covered. Students will be able to use their notes, but must write quickly because you will move quickly through the questions. The first team to bring you the CORRECT written answers wins the competition. Tell the work teams that they have five minutes to study for the competition.


Read the following questions:

1. What is gross pay?

2. What is net pay?

3. What is the difference between gross and net pay?

4. What is Social Security Tax?

5. Federal income taxes are used to finance what?

6. If your income is $30,000 in 2011, what are your Social Security tax and your Medicare tax?

7. If your regular hourly rate is $11.00/hr and you work 8 hours of overtime on a Sunday at an overtime rate of 2.0, how much would you earn for that Sunday?

.


Ask the team member who brings you the first written response to read his/her answers aloud as you read the questions. Tell the other work teams to listen carefully. They may challenge an answer and, if correct, the game continues and their team could win.

25 min. Show students the second PPT slide from Payroll PowerPoint and explain that these are the 2011 actual and 2012 proposed federal tax rates based on marriage status and level of income.


Ask each student to:

• Select one of the annual salaries given for construction workers in the earlier reading

• Use 2011 tax rates to calculate and subtract out from the salary figure selected:

- Federal income tax

- State income tax, assuming a rate of 7%

- Medicare Tax

- Social Security Tax

Call on several students to share their after-tax amount.


Ask students to review the proposed 2012 tax rates shown on the left side of the PPT with the 2011 tax rates shown on the right and say where they see the greatest changes occurring in terms of tax that employees will owe. [The biggest changes proposed expand the 28% bracket and replacing the 33% and 35% brackets with 36% and 39.6% brackets.] Explain that this is still a proposal and that Congress and the President are still determining what will happen to tax rates in 2012 and thereafter..


Show students the third PPT slide in the Payroll PowerPoint on Medicare and Social Security Tax rates, limits, and maximum contributions from 2005 through projected 2012. Ask them to share their observations [e.g., tax rate has pretty much stayed the same, but tax limits and contributions have gone up.] Explain that both Medicare and Social Security are projected to go broke in 2024 and 2036 respectively unless something is done. Ask students what things they think could be done to keep the programs intact and how it might affect everyone’s taxes .


Ask students to work in pair-shares and select one of the salaries chosen in the previous exercise to calculate their taxes owed if:

• Their federal tax rate was increased by 5% over the rate they used in their prior calculation;

• The Social Security rate remained at 6.2% but the earnings limit was removed;

• Medicare tax was at 5% with no maximum contribution;

• They lived in a State that has a 10% income tax rate; and

• They decided to invest $3,000 annually in their employer’s 402(K) retirement plan.


Tell students to be ready to report on any differences in net pay between the first and second exercise and to discuss how these differences might affect their budgets. Call on pair-shares to report their findings and reflections.

Snack Break (9:30-9:40).

Week Six: Day 29 (Thursday)Third and Fourth Hours (9:40 – 11:30) - 1

100 min. Students continue at work stations, moving on when they’ve reached at least a basic proficiency level. Students always complete their vocabulary cards for each new station before beginning work on proficiencies. Continue to balance the groups at the work stations so none are too crowded. Monitor carefully; initial proficiencies on your file copy and the student’s copy of the rubric as students demonstrate competency

Tools and Equipment – Hands-on-exposure

Week Six: Day 29 (Thursday)Third and Fourth Hours (9:40 – 11:30) - 2

Monitor student proficiency completion, so that you set up project stations as needed. Monitor individual students for time management.

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

Reflection

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

Week Six: Day 29 (Thursday)AFTER HOURS

Homework: As a Team, choose the addition drawing you want to work further on among your pair-shares’ products. Then re-draw the addition at 1:24 on the chart paper and put in all detail, including notes, symbols, lines, roof slope, etc. Then create a section drawing, like Drawing D, that shows the layout of the new addition; this can be on 8.5 x 11 paper or you may ask for a second piece of chart paper.

Quality standards:

• Totally accurate 1:24 scale drawing. Note that all drawings from all Work Teams should have the same perimeter size.

• All details—words, symbols, lines, and numbers—accurately included.

• Innovative interior design for study and laundry

• Accurate depiction of section, given floor plan drawing

• 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 29

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