LEARN CONSTRUCTION MATH, SAFETY SKILLS

LEARN – DAY 18
Construction Foundation Course

Week Four: Day 18 (Wednesday)
Content for the day
• Hour 1: Communications in construction
• Hour 2: Construction math
• Hour 3: Safety/PPE
• Hour 4: Safety/PPE

Materials for the day - 1
• Resource 4.10 – Communications in Construction: Listening and Speaking AO
• Chart paper: Clean up after this speaker!
1. The boss called and said to bring the tools over there to the side of the
building.
2. Cut a couple of feet off those boards and lean them up on the door.
3. Bring me a few of those nails over there, and I need a hammer, and make
that a couple dozen nails.
• Chart paper: Watch what you say!
1. East makes a call to West and West answers.
2. East makes a call to West and gets West‘s voicemail; East leaves a message.
3. East, the foreman, makes a call to West at home and West answers.
4. East, the foreman, makes a call to West at home and gets West‘s voicemail;
the foreman hears the following message:
5. Reverse the roles; West becomes East and East becomes West
(continued on next slide)

Materials for the day - 2
(continued from previous slide)
• Resource 4.11 – Preventing Falls
• Body safety harness and lanyard
• Chart paper: Extension ladder setup
1. Working length = 97.5‖ What is the distance of the ladder to the structure it‘s
leaning on?
2. Working length = 9‘41/2‖. What is the distance of the ladder to the structure
it‘s leaning on?
3. The distance of the ladder to the structure it‘s leaning on is 26 7/8‖, and it is
correctly positioned. What is the working length of the ladder?
4. The distance of the ladder to the structure it‘s leaning on is 22.4‖, and it is
correctly positioned. What is the working length of the ladder?
5. A 30‘ measuring tape capable of measuring down to 1/16 in. for each
student
• Resource 4.12 - Reading a Tape Measure (Print and distribute answers
separately)

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.

Pass out Resource 4.10 – Communications in
Construction: Listening and Speaking AO. Explain to
students that we have spent a lot of time in the first three
weeks listening to speakers carefully to capture their
information in good notes and to ask questions. In the next
few days, we‘ll be working on listening in an interpersonal
context, that is, listening to someone one-on-one or in a
small group.
Communications in the Construction Industry:
Listening and Speaking

10 min. Give a mini-lecture on active listening. Communication in
construction requires active listening. Active listening is when you are
totally tuned into the speaker. You and the speaker can tell when you‘re
actively listening because you will demonstrate STARDOM: (Explain each
element as students take notes.)
• Show positive body language (e.g., nod head in
agreement)
• Take notes for complex instructions
• Ask appropriate questions
• Repeat/summarize what you heard, especially for
instructions
• Distractions are eliminated (no texting, move away
from noise, etc.)
• Open-mind
• Maintain eye contact
In your pair-share, take 4 minutes to learn the elements of active listening.

10 min. Give students instructions for the practice. Tell them
―Turn in your text to p. 338-9. In your Team, read the section on
Plywood basics, stopping before ―How plywood is
manufactured.‖ Then choose one pair-share to demonstrate
their active listening skills. In no more than 1 minute, East will
explain the content while West demonstrates active listening.
The rest of the Team will use scratch paper to rate West on the 7
elements of active listening. Then have West explain the content
while East demonstrates active listening. The rest of the Team
provides feedback when the pair-share has finished. Have the
remaining pair-share(s) and the Team do the same. You will
have 10 minutes.

Now, I just gave a multi-step direction to everyone while you
were, hopefully, using active listening. Please take a piece of
scratch paper and write down the steps in this exercise.
Review what students have written; emphasize that active
listening is essential on the construction site, as no
journeyman, foreman, or supervisor is going to excuse an
apprentice for not paying attention.
10 min. Teams conduct the practice.
10 min. Communication also involves speaking. We know how
hard it is to take notes when a speaker is not well organized—
and how easy it is when the organization is clear and you have
sufficient information to make sense out of the content.

Put up the chart paper for ―Clean up after this speaker!‖ Tell students
that you‘ll work together on the first one. Ask what additional
information is needed to ensure that the apprentice can do what is
requested correctly. Items may include something like this:
• Identify ―the boss‖ because there are a lot of people who can
boss an apprentice! ―The foreman called….‖
• Identify ―the tools‖ because there are a lot of tools at a work
site. ―The foreman called and said to bring the two
sawsalls….‖
• Identify where the tools are because ―over there‖ is too vague.
―The foreman called and said to bring the two sawsalls that
are in the blue company truck….‖
• Identify which side of the building. ―The foreman called and
said to bring the two sawsalls that are in the blue company
truck to the side of the building where they are pouring
cement.‖

Then have students work in their Teams for 2 minutes to re-write
the last 2 sentences so they are clear and contain sufficient
information to do the task correctly.
Compare answers which may be very different, making sure there is
sufficient detail so an apprentice would be able to act correctly, e.g.,
Use the circular saw to cut off 23 ½‖ from each of the 2x4‘s stacked
behind you; then lean them against the door on your right.‖
10 min. Give a mini-lecture on business phone calls. Cover the
following steps for making a business call:
• Identify yourself and your company
• State the purpose of your call
• Ask who you are speaking to and if s/he is the correct
person to discuss your issue
• Re-state your purpose and provide the details
• Take notes of the conversation for future reference.

Discuss the following elements for leaving a voicemail after
making a business call that is not picked up:
• Identify yourself and your company
• State the purpose of your call
• Leave a call-back number and the best time(s) to
reach you.
Discuss the following in regard to receiving a call. ―Since you
don‘t know if you will be getting a business or personal call, it‘s
important to assume that it will be business: your foreman
calling on Sunday to tell you to report to a different worksite
Monday morning, a person from a business where you left a
voicemail calling you back in the evening because s/he couldn‘t
get back to you during the day, etc. So, you should not answer
your phone with Wazzup, or Yeah? or Hi. You should answer
with your name. Your friends and family will get used to it.

And the same is true for your voicemail. ‗This is Joe. You know
what to do‘ isn‘t acceptable once you‘re working in construction.
You need a more professional voicemail prompt, even something
this simple: ‗This is Joe Jones. Please leave a message, and I‘ll call
you back as soon as possible.‘‖
10 min. Tell students to take 5 minutes to practice their phone
skills in their pair-share. Put up the chart paper: Watch what you
say!! Circulate among the pair-shares choosing a couple to
demonstrate.
Call on the ―volunteer‖ pair-shares to demonstrate all or part of the
exercise, and ask the rest of the class to do thumbs up, down,
sideways with explanations.
Ask students to complete the ―summary‖ part of their AO. Select
one for model notes.
Stretch Break

15 min. Distribute a tape measure to each student.Draw the
following diagram on the white board:
Construction Math

Ask students how this diagram is different from the one you drew
yesterday. [16 vs. 8 divisions.] Shade the bottom two sections in, and
ask what fraction of the whole is represented [2/16, reduced as 1/8].
(Wait time) Then shade one of the next two sections up as well, and
ask for the fraction [3/16, can‘t be reduced]. (Wait time) Shade two
more sections and record the fraction [5/16]. Ask if 5/16th is more or
less than ½ [less]. (Wait time) Explain that in construction, the tape
measure uses both the common 8ths measurements we discussed
yesterday as well as the 16ths. Today you will understand how both
1/8th and 1/16th measurements fit in among the more common
measures of ¼, ½, and ¾ on a tape rule.
Have students turn to p 43. Walk students through Figure 2-7,
explaining the relationship of the fractions. Explain that the divisions
on the chart are the same divisions found on a tape measure. Have
them compare the chart to a one-inch section of the tape measure. Ask
if anyone can tell you what they see on the chart but not on the tape
measure.(Wait Time)

Explain the difference is that the chart shows the whole numbers and
fractions of an inch. I can point to a line on the chart and you can tell
me that this is 13/16ths or 3/8ths. The tape measure only gives you
the whole number for each inch and each foot on the tape measure and
uses different length lines to mark the ½, ¼, 1/8th, and 1/16th
divisions. So in order to read a fraction of an inch on a tape measure,
you need to know what the lines mean and how to read them quickly
and accurately.
Note 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
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. So…starting next week, we‘ll be practicing this skill.
.

45 min. In pairs, ask them to choose two items in the classroom
to measure. They need to write down the measurements and be
ready to share with the class. Give students about 5 minutes,
and then ask them to return to their seats. Solicit examples of
measurements, noting the different aspects they needed to
measure (e.g., length, width, depth, etc). Note that in
measurement, it‘s not enough to be able to read the tape
measure; they also need to know what to do with the data. Tell
students that the first place to start, though, is to be sure the
data (measurements) are accurate, and that means knowing
how to read a tape measure.

Give students another minute or two to re-examine the tape
measure. Explain that reading a tape measure is simple once
you know what the size and placement of a set of lines means.
Knowing what the big, medium and small lines between the
numbers is critical – there‘s no time to stop and count like you
did with the shaded boxes on the board in the previous activity.
Acknowledge that, at first, they may need to do some mental
conversion to remember that ¾ is the same as 12/16th for
example. After awhile, though, they will automatically make the
conversion and know what the line represents.
.

Ask students to look at their tape measures and find the 1 inch
mark. Ask, ―How many tall lines are between the 1 and the 2?‖
[1] ―What do you think that line represents?‖ [1/2] ―Why do you
think that?‖ [Because it is halfway between the 1 and the 2].
Next ask, ―How many ‗medium size‘ lines are there between the
1 and the 2?‖ [There are four, but they are two different sizes].
Focus them on the line that is halfway between the 1 and the ½,
and ask what they think that line is [1/4] and why [because it‘s
halfway between, or half of ½, which is ¼]. Next have them find
that other ―shorter medium line‖ between the 1 and ¼. Ask,
―What does that line represent?‖ [1/8] ―Why do you think that?‖
[It‘s halfway between, or half of ¼]. Using that logic, ask them
to figure out what that small line would represent that is located
right next to the 1 [1/16] and why [It‘s halfway between, and
half of 1/18 is 1/16].
.

Ask them to count ALL the lines between the 1 and the 2 – they
should get 15, and the ―2 inch‖ line makes 16 [write the number
on the whiteboard]. Explain that all their measurements COULD
have a denominator of 16, but saying 8/16th instead of ½
sounds odd so they need to know the reductions as well. Once
they know the sequence and the names of each line, they will
always be able to accurately read and use a tape measure.
Application. Distribute Resource 4.12 - Reading a Tape Measure
task sheet. (Keep the answer page separate and hold for now.)
Review the pictures at the top that show the various line names.
On the drawing at the bottom of the first page, ask students to
mark each line with the appropriate fraction(s), using an arrow
if needed above or below it. Complete the two math problems at
the bottom of page 1.

Direct the students to page 2 and work through the information
about reading a tape measure to the 1/8th. Use the Standard
Measure wall chart to point out the ―1, 3, 5, 7‖ pattern that may
help students identify the 1/8th and 1/16th lines. There are only
four 1/8th measures between each inch: 1/8th, 3/8th, 5/8th and
7/8th . Have students chant 1/8th , 3/8th, ….as you point to
each 8th measure. The ―1, 3, 5, 7‖ pattern continues for 16th
measures and adds ―9, 11, 13, and 15‖ to the pattern: 1/16th,
3/16th, 5/16th, 7/16th, 9/16th, 11/16, 13/16th and 15/16th.
Repeat the same chant for the 16th measure.
Continue to page 3, where they will practice on reading a tape
measure to the 1/16th. Encourage them to label the lines, but to
always reduce to the lowest fraction where possible (1/4, ½, etc)
so they get used to the combination of names on the line.

Pair students up to do the 20 measurement activities in
Resource 4.12 (based on pre-assessment of TABE scores and
student abilities, you may want to split up the problems and
give only 5 or 10 per pair). Encourage students to work together,
talk over their answers, and help their partners if they are
struggling. The goal is not to finish first, but to take their time,
be precise, and double-check their work. Give them about 15
minutes, and then combine the pairs into work teams of four.
Ask them to check their work, and talk through any answers
that they don‘t all have correct. Give out the answer sheets after
about 5 minutes for a final check, and ask them to make the
corrections on their worksheets so they will have them to study
from.
Snack Break (9:30-9:40)
.

Third and Fourth Hours (9:40 – 11:30) - 1
Give students in pair-shares 2 minutes to set up the formula to
determine length of lanyard, given what they know from your
example. (You subtract LL from both sides to produce the formula:
SA+SF+YH = MH-LL.) Try it with the numbers you used in the
example to demonstrate that it works. Have students make out
vocabulary cards for
• PFAS
• Body safety harness
• D-ring
• Lanyard
• Formula for safe height using PFAS

Ask for a volunteer to ―don‖ the body safety harness. Have the
student position the harness so the D-ring is in the back
between the shoulders. Then have the student attach the
lanyard. Take a picture you can post in the classroom.
5 min. Explain to students that many falls from elevations occur
due to incorrect use of ladders and scaffolding. Explain what
scaffolding is. Ask students what mistakes they think
construction workers might make with ladders or scaffolding
that could cause accidents.

10 min. In their Work Teams, have students skim the information on
pp. 198-99 (up to ladder safety) and make vocabulary cards for the
following:
• Folding ladder
• Articulated ladder
• Step ladder
• Straight ladder
• Straight extension ladder
• Rails
• Rungs
• Ladder spreader
• Ladder duty ratings
• Wood ladders: advantages/disadvantages
• Fiberglass ladders: advantages/disadvantages
• Aluminum ladders: advantages/disadvantages
5 min. Review the definitions with the whole group, agreeing on key
wording. Add
• Saw horses
Stretch Break

15 min. Have students look at the list of do‘s and don‘ts for ladder
safety on pp. 199-200. Remind students that when the text
previously gave them a long list of bulleted items to remember, they
used a chart to organize the items. Ask Work Teams to spend 4
minutes figuring out 3 categories that will allow all items to be
placed on the chart and then placing the items in those categories.
As a whole group, come to consensus on the categories (ladder
placement, ladder care, and your personal actions) and the items
under each. (Demonstrate summary as you come up with 2-5
words for each bullet). Have each student make a copy for their
notes.
At the bottom of the page, have students write the study questions,
e.g., what are the 3 things you must do personally with your body
for ladder safety? Check the questions.

5 min. Have all students read and take notes on Safety with
Stepladders, p. 200. Check notes for accuracy.
5 min. Have students in Work Teams scan the bullets under Safety
with Straight Ladders. Give them 2 minutes to come up with 2
categories for this list and come to consensus (Placement,
Care/Use). Have each student make out a chart listing the items in
the appropriate columns and writing the questions at the bottom.
10 min. Ask students to focus on Figure 7-3 on p. 201. Establish
what the formula is for calculating the ladder setup:
Distance from the building (D) = Working length of the ladder (L)
4
OR D = L
4

Walk the students through a sample problem: How far away from
the building is a correctly positioned extension ladder with a
working length of 20.5‘?
Walk the students through the opposite problem: How long must
an extension ladder be if it is correctly positioned at 7 ½‘ from the
building? Explain how to shift the formula:
D = L so L = D x 4
4
Put up chart paper for Extension Ladder Setup and have pair-
shares answer the 4 problems. Call on one pair-share to answer
and one to corroborate/dispute each of the problems. Determine
problems with any incorrect answers. Have students make out a
vocabulary card for
• Formula for extension ladder setup

10 min. Have students in Work Teams, scan pp. 201-3 to
answer the following questions and record in their notes:
What is the safe way to carry a ladder?
What are the steps to setting up a straight ladder?
What are the limits for how far an extension ladder should be
raised?
What 2 accessories can make an extension ladder safer?
Then ask them to make vocabulary cards for
• Ladder levelers
• Ladder stabilizer

5 min. Play a fast round of First Down.
Reflection.
Out the door:Model Notes,Reflection, binders on the shelf,
shake hands.

AFTER HOURS
• Academic extended day individual work (approximately 1 hour)
• Open Computer Lab

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

LEARN CONSTRUCTION MATH, SAFETY SKILLS

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